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Full text of "Eckerd College: A College of Distinction in Florida 1981-82 Catalog"

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Introduction 1 

Commitments of Eckerd College 2 

Academic Program 4 

Descriptions of Courses and Majors 

Fall Term and Spring Term 17 

Autumn Term and Winter Term 79 

Campus and Student Life 79 

Admissions 85 

Financial Aid 88 

Expenses 91 

Faculty 94 

Administration 96 

Board of Trustees 97 

Index 99 

Calendar of Events 102 

Correspondence Directorv Inside Back Co\'er 

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Eckerd College, a coeducational college of the 
liberal arts and sciences, awards the Bachelor of 
Arts and Bachelor of Science degrees. It is related 
bycovenanttothe Presbyterian Church, U.S. and 
the United Presbyterian Church, U.S. A., and fully 
accredited by the Southern Association of Col- 
leges and Schools. The campus is located on 267 
acres of tropical waterfront property in a sub- 
urban area of St. Petersburg, Florida. 

The school was founded in 1958 as Florida Pres- 
byterian Col lege, and admitted its first students In 
1960. In 1972 the college's name was changed to 
honor Jack M. Eckerd, a prominent Florida civic 
leaderand businessman whose gifts and commit- 
ments to the institution have helped to insure its 
continuing excellence. More than 2,500 gradu- 
ates are seeking to lead lives of leadership and 
service in communities throughout the world. 


It is the policy of Eckerd College not to discriminate on the basis of sex, age, 
handicap, race orcolor, or national origin in its educational programs, activities, 
admissions, oremployment policiesas required by Title IX of the 1972 education 
amendment and other federal and state legislation. Inquiries regarding com- 
pliance with Title IX and other non- discriminatory codes may be directed to' 
Dr. Richard Hallin, Dean of Admissions and Records, Eckerd College, St. Peters- 
burg, Florida 33733, 813/867-1166, or the Director of Civil Rights, Department of 
HEW,Washington,D.C. Eckerd Collegeis an equal opportunity employer. 


This catalog is designed to give a comprehensive 
picture of Eckerd College. We are proud of what 
we have achieved in a short time, and welcome 
the readerto join us in an excitingand continuing 
educational adventure. As you read this docu- 
ment, you should be aware of certain basic com- 
mitments which have guided the college's history 
and planning. These commitments and the 
efforts to achieve them have enabled Eckerd Col- 
lege to be distinctive among the 3,000 colleges 
and universities in the United States. 


The primary purpose of the educational program 
is to foster the personal development of each 
student. We seek to prepare students for the 
basic responsibilities of life, and especially for 
competent, humane leadership and service. We 
are vitally concerned with the development of 
whole persons, and therefore encourage the in- 
tellectual, spiritual, cultural, social, emotional 
and physical growth of each student. While edu- 
cation is a life-long process, the Eckerd experi- 
ence is designed to assist students to go beyond 
the limitations imposed by ignorance, narrow- 
ness, conformity, self-centeredness, and irre- 
sponsibility. Our aims are to help individuals 
achieve excellence in thought and conduct; and 
to spark their imagination about future possibili- 


Eckerd College seeks to combine the Christian 
faith and liberal education in the belief that a 
Christian college is better able to contribute to 
individual development than any other type of 
college. To give focus to its Christian commit- 
ment, the college maintains an active covenant 
relationship with the Presbyterian Church, U.S. 
and the United Presbyterian Church, U.S.A.; 
however, the college community is not narrowly 
sectarian. It includes among its faculty, students 
and staff individuals of many denominations, 
faiths and points of views. 

As a church-related college community, we seek 
to give the Christian faith a full hearing in a setting 
where students are free to accept or reject, but 
not ignore it. Confident in the belief that all truth 
is of God, we seek to develop an atmosphere of 
free and open inquiry into all aspects of faith and 
knowledge. Ouraim istoassist students toclarify 
their beliefs, assess their values, and learn to act 
responsibly on the basis of their convictions. 


The relatively small size of the Eckerd student 
body allows numerous opportunities for close 
personal relationships between students and fac- 
ulty. Each Eckerd student has a faculty academic 
adviser, known as a "Mentor," who is expected to 
facilitate the total growth of students and is readi- 
ly available to help students deal with the many 
personal concerns that occur during college 

Because the faculty is committed to the primary 
importance of teaching, it has developed a repu- 
tation for excellence in the teaching of under- 
graduates. Many Eckerd College faculty mem- 
bers are engaged in primary scholarshipandartis- 
tic creativity and wherever possible seek to in- 
volve students in these enterprises. The intention 
of the faculty is to provide an educational en- 
vironment characterized by high expectation, 
personal attention and enthusiasm for learning. 


While Eckerd College is committed to helping 
students develop competence in a specific field 
of study, it is equally committed to general educa- 

The general education program is designed to 
provide a foundation for lifelong learning by 
helping students to develop a love for learning, 
acquire an informed awareness of the major ele- 
ments of their cultural heritage and various per- 
spectives on the central concerns of human exist- 
ence, assume increased responsibility for their 
own growth, and master the skills that are neces- 
sary to understand and deal with a rapidly chang- 
ing and increasingly complex world. 

The new general education program for entering 
Freshmen, made up of composition. Modes of 
Learning, and the Western Heritage sequence in 
the first year; one course in each of four value 
oriented perspectives in the second and third 
year; and a course in the Judaeo-Christian per- 
spective and an issue-oriented seminar in the 
Senior year, encourages students to develop a 
better understanding of themselves and their re- 
lation to the natural and social world, the world of 
art, and cultures different from their own. Stu- 
dents also experience directly the variety of ways 
in which knowledge is sought and creativity fos- 



The present general education program for Soph- 
omores, Juniors and Seniors, made up of the 
Values Sequence, Area Studies and Modes of 
Learning courses, emphasizes values and inter- 
disciplinary study, different modes of inquiry, 
and cross-cultural study. 


The commitment to individual development in- 
cludes a commitment to helping students pre- 
pare themselves for a vocation. Through more 
than thirty formal majors and pre-professional 
programs, opportunities are available to develop 
the knowledge, skills and attitudes necessary for 
the world of work, in addition, through indepen- 
dent study and individually designed areas of 
concentration, students are encouraged to sup- 
plement and adapt the formal curriculum to their 
particular interests and aspirations. 

The college recognizes that significant learning 
can occur in a variety of settings. Internships, 
jobs, and other off-campus learning experiences 
both in this country and abroad enable students 
to integrate theory and practice, and help them to 
clarify their values and career choices. Because 
they are committed to a participatory educational 
process, faculty engage students in the learning 
of science, theatre, management and other disci- 
plines by doing. The aim is to assist each student 
to become a self-directed, competent, humane 
person capable of making a significant contribu- 
tion to society. 


There is a rich diversity among Eckerd College 
students which is educationally desirable. Stu- 
dents come to campus from more than 40 states 
and 30 foreign countries. They enroll from urban, 
suburban and rural areas; from developed and 
developing countries; and from a great variety of 
cultural, ethnic and religious backgrounds. The 
cosmopolitan nature of the Eckerd campus en- 
riches the total educational experience as stu- 
dents learn from each other. 

Built upon this diversity is a sense of community 
based upon common objectives, concerns and 
experiences. Academic interests provide the 
basis for a sense of community, which is en- 
hanced by worship, student activities, athletic 
events, concerts, lectures and other opportuni- 
ties for shared experiences. Because most stu- 
dents reside on campus, they have the enriched 
experiences that occur when people are learning 
both how to learn and how to live together. 


Eckerd College is nationally known for pioneer- 
ing new programs designed to deal directly with 
the varying needs of college students. It has 
shown the will to improve education, and the 
vision and courage to take steps that will facilitate 
the growth of students. Many of its programs of 
interdisciplinary study, independent study, in- 
ternational education, and student orientation 
and advising have become models for other edu- 
cational institutions. Within the context of its 
objectivesasachurch-relatedcollegeof the liber- 
al arts and sciences, it continues to seek better 
ways of meeting its commitments. 


■ i 


Since 1960, when Eckerd College (then known as 
Florida Presbyterian College) opened its doors, it 
has earned a reputation for creating new and bet- 
ter opportunities for learning. Eckerd recently 
was rated in the top ten percent of American 
colleges and universities. 

The college looks for superior methods of edu- 
cating its students, not in order to be different, 
but to offer a more rewarding and useful educa- 
tional experience. 

For example, you have probably come across 
such expressions as "4-1-4," "winterim," 
"miniterm," "interim," or "winter term." (All of 
them mean essentially thesamething: separating 
the two terms of an academic year with a one- 
month period of independent study.) The winter 
term is an Eckerd College concept. This innova- 
tion was created and tested first on the Eckerd 
College campus; then other colleges found it so 
exciting that they adopted it. 

Since the creation of the winter term in 1960, 
Eckerd has discovered and implemented other 
innovative ways of teaching. Perhaps the best way 
of providing you with an understanding of the 
Eckerd experience is to take you on a "verbal 
tour" of the academic program. 


Shortly afteryou have been accepted as an Eckerd 
student, you will receive material about selection 
of a Mentor. The original Mentor was the guide 
and companion of Odysseus. As you are, in a 
sense, embarking on you rodyssey, it is fitting that 
you have your own Mentor. 

Throughout your career at Eckerd, you will have 
continuing support and counsel from a faculty 
Mentor, who is more than the conventional facul- 
ty adviser. Mentors are faculty members who 
have been specially trained to help you in your 
academic program, career planning, and person- 
al growth. You choose your own Mentor before 
you enter Eckerd, from a descriptive list of Men- 
tors and projects. In your Freshman yearyou will 
take at least one course from your Mentor, and 
together you will work out the rest of your 
academic program for the first academic year. 

When you become an upperclass student, you 
may choose a new Mentor — a specialist in your 
area of academic concentration. The two of you 
will continue to plan your academic program, 
including independent and directed studies, in- 
ternships, off-campus programs, work experi- 
ence, career planning, foreign study, and the 
many other options that Eckerd offers. 


Eckerd College follows a modified 4-1 -4 calendar. 
The fall and spring semesters are fourteen weeks 
in length, and are each followed by examination 
periods. Most courses during the semester are 
offered for the full fourteen weeks, and ordinarily 
a full-time student will enroll for four of these 
courses each semester. 

Faculty are also given the opportunity to offer 
shorter but more intensive seven weeks courses 
when the subject matter is better suited to that 
approach. These shorter courses, when offered, 
are given on a paired basis so that a student can 
enrollforoneduringthefirsthalf of the semester 
and another during the latter half. The courses are 
paired or linked by some common approach or 
theme. Students may also design independent 
study projects of seven weeks duration to allow 
more intensive investigation of a subject. While 
most of the academic program will be offered on a 
semester basis, the model we have provided for 
the shorter, intensive course allows flexibility for 
faculty and students alike. 

The three week autumn term for Freshmen 
occurs prior to the beginning of the fall semester, 
while the four week winter term (January) falls 
between the two regular semesters. During these 
shorter terms, students will enroll for no more 
than one academic project at a time. This format 
provides for independent investigation of a topic 
in a concentrated manner. 


As a Freshman, you will start your Eckerd College 
experience in the latter part of August, when you 
enroll for autunnn term. In contrast to the usual 
Freshman orientation of two or three days, au- 
tumn term lasts three weeks. It is designed for 
Freshmen only, and provides an intensive fore- 
taste of college living and academic work. 

During autumn term you will take one academic 
project, for credit, from your Mentor. This pro- 
ject is stimulating in content, teaches basic 
academic skills, and focuses on the interdisciplin- 
ary nature of learning. The course will give you a 
clear idea of what is expected of you at Eckerd. 
Autumn term provides an excellent opportunity 
for certain kinds of interest and competency test- 
ing that will allow you to begin your academic 
program in courses that are best suited to your 
current stage of development. 

You will also learn a great deal about living, work- 
ing and playing in a college community. The stu- 
dent Resident Adviser in your dormitory will be 
on hand during autumn term to help you make 
the transition into college life. In fact, the entire 
staff of the college and the autumn term faculty 
will participate with you in periods of inquiry, 
reflection and fun. The sense of community that 
develops will assist you to take full advantage of 
the opportunities and resources available on 
campus. By the time the upperclass students re- 
turn in September, you will be well established in 
campus life. 

For more information about autumn term, see 
page 79 


An important part of your studies at Eckerd Col- 
lege will be in general education. 

If you are entering as a Freshman in 1981 , during 
you rfirstyearyou will take two classwide interdis- 
ciplinary courses called Western Heritage 1 and II 
that will help you to explore the cultural riches of 
the past. Your discussion seminars in these 
courses will be led by your Mentor. In addition 
you will be expected to demonstrate writing com- 
petency by satisfactory performance on a writing 
proficiency exercise. As a Sophomore and Junior 
you will choose four courses, one from a list of 
options in each of four broad perspectives on 
human existence: the aesthetic, cross-cultural, 
environmental and social relations. The courses 
will be distributed over three collegia with at least 
one in Behavioral or Natural Sciences and one in 
Comparative Cultures, Creative Arts or Letters, to 
provide involvement with significantly different 
modes of inquiry. Seniors will take a course that 
will focus on historical and contemporary issues 
from the Judaeo-Christian perspective, and a 
Senior seminar focusing on the search for solu- 
tions to important issues that they are likely to 
face during their lifetimes. 

If you are entering as a Sophomore in 1981 , you 
will choose from among courses called Area Stu- 
dies that are designed to help you understand 
cultures other than your own, see your own cul- 
ture from a broader perspective, and view the 
world as a dynamic system of interdependent 
people, nations and cultures. 

junior and Senior Values Colloquia will explore 
some of the value questions that arise in various 
academicdisciplines, careers, current events and 
prospects for the future. 


As a further way of teaching you how to learn, 
regardless of what your life's work may be, the 
college expects that by the end of your Sopho- 
more year, you will have completed two Modes of 
Learning courses, one from each of two collegia. 

These courses teach you the skills you will need to 
assimilate more advanced work. You will learn 
how to think — analyze, synthesize, evaluate. 
You will learn howtogetthemostoutof indepen- 
dent study and various off-campus experiences. 
You will sharpen your oral and written com- 
munications skills. The Modes of Learning 
courses are also open to upperclass students who 
wish to review these skills or who wish to cross 
over into collegia other than that of their major 
field of interest. 


Winter term is a special four-week period in Janu- 
arythatemphasizesindependentstudy. You may 
enroll in projects designed by professors, or de- 
sign your own with the sponsorship of a pro- 

All winter term projects must have academic 
merit and are judged by rigorous standards. A 
typical project requires you to select a subject, 
gather information, organize it, and present it as a 
paper, a short story, a painting, a performance, or 
a piece of equipment. Freshmen may take a win- 
ter term in addition to autumn term, and substi- 
tute a fifth winter term for one of the 32 courses 
required for graduation. The winter term project 
for Juniors is ordinarily in their major or area of 
concentration. The winter term in the Senior year 
is usually spent working on a comprehensive ex- 
amination or senior thesis or project required for 
completion of a major. 

Many colleges have followed Eckerd College's 
example in adopting a winter term program, mak- 
ing it possible to exchange students and to in- 
crease the range of projects offered. Eckerd Col- 
lege also cooperates with other 4-1-4 colleges in 
sponsoring winter term projects abroad or in ma- 
jor cities and interesting locations in the United 
States. Many winter term projects include as 
much as eight contact hours per week, which 
meets the Veteran's Administration standards for 
full tuition benefits. 

For more information about winter term see page 


During the past few years, educators have be- 
come aware that the traditional division of learn- 
ing into academic "departments" is not neces- 
sarily the best way to organize the educational 
process. Newly popular among colleges is the 
interdisciplinary major, in which the student 
combines courses from two or more departments 
to form an individual academic program. At 
Eckerd, we have established interdisciplinary 
"collegia," which encourage new combinations 
of studies and demonstrate the interrelatedness 
of knowledge. 

The word "collegium" goes back to medieval 
days, when it meant a fellowship of equals (i.e.; 
persons communicating without artificial obsta- 
cles to discourse) pursuing a common objective 
(which in Eckerd's case is learning). The word 
vividly describes what we're trying to do: to bring 
you (the student) together with a highly know- 
ledgeable person (the professor) in an atmos- 
phere where you are not restrained from debat- 
ing freely, challenging one another's viewpoints, 
learning together. 

In a collegium, subjects are grouped according to 
the intellectual discipline required to master 
them. You learn mathematics and physics in simi- 
larways,forexample; butyou learn dancediffer- 
ently, and a foreign language in still another way. 

Eckerd faculty members choose to affiliate with a 
particular collegium, depending upon their 
approach to their subject. You will do the same. 
At the end of your Freshman year you will focus 
upon a major or area of concentration and affiliate 
with the collegium that best suits your perception 
of that study. 

Of course, your concentration does not have to lie 
in a single field, such as history or biology. You 
can createyourown concentration by combining 
those studies that will help you achieve your 
career or professional goal. For example, if you 
wish to become an environmental economist, 
you can combine economics and biology, thus 
creating your own concentration to fit your own 
goal. The collegium concept makes this interdis- 
ciplinary approach to learning a natural one that is 
easy to accomplish. 

Eckerd sees the members of a collegium — stu- 
dents and faculty alike — as partners in learning. 
Professors bring high expectation to the learning 
process; students are expected to become inde- 
pendent learners and researchers, able to take 
maximum advantage of their professors' strong 
qualifications. Each collegium has its own deci- 
sion-making group, composed of professors and 
students, which gives students an important 
voice in the academic decisions of the college. 


Eckerd College provides a special, perhaps 
unique program for all Freshmen through the 
Foundations Collegium. This is the first-year 
home for students, helping them to establish a 
foundation for their upper-level studies. Stu- 
dents already sure of their majors may begin ma- 
jors during the Foundations year; as yet unde- 
cided students may use the year for exploration. 
There are five important features of the program : 

1. Autumn Term. Freshmen arrive in mid-August 
totakeathree-vi'eek course before the openingof 
the fall semester early in September. During this 
time, they also complete their testing, orienta- 
tion, and registration. Freshmen choose from 
some 15 projects limited to about 20 students 
each. The professor for that course will be the 
Mentor for those students. 

2. The Mentorship. Eckerd College has expanded 
the notion of the academic adviser to allow more 
help, care, and encouragement to its students. 
Each Freshman hasaMentorfromthefacultywho 
helps to guide him or her through the Freshman 

3. Western Heritage. All Freshmen are required to 
take FWH 181 (fall) and FWH 182 (spring). Western 
Heritage 1 and II. This pair of courses explores 
central concepts and materials of Western civi- 
lization and introduces Freshmen to the em- 
phases of Eckerd College's general education 
program. These are interdisciplinary courses, us- 
ing lecture and discussion formats. The discus- 
sion groups are the same groups, with the same 
instructor, as the autumn term groups. 

4. Modes of Learning. These are courses that in- 
troduce the ways knowledge is gained in a par- 
ticular field of study; there are some 30 courses to 
choose from, including Drawing Fundamentals, 
Introduction to Psychology, Understanding the 
Bible, Literary Studies, and Statistics. Modes of 
Learning courses are offered by all five upper- 
level collegia; Freshmen must take two, from 
different collegia. 

5. Writing Competency. All graduates of Eckerd 
College must have passed a writing competency 
test. Freshmen may gain competency by writinga 
satisfactory essay during testing in autumn term; 
those passing are exempt from composition 
courses. Those who do not pass generally take 
composition courses and then test once again. 
See "Composition" for further information. 
Foundations also provides a Writing Laboratory 
to assist students with their writing. 
Attheendofthe Freshman year, studentschoose 
an upper-level collegium and a new Mentor; any 
students still unsure of what to choose can get 
help from the Foundations office and/or Career 



Members of the Behavioral Science Collegium 
believe that the urgent problems of today — rac- 
ism, environmental pollution, overpopulation, 
world hunger and crime — are problems of hu- 
man behavior. Therefore, there is much to be 
gained by developing methodological and con- 
ceptual tools to better understand both indi- 
vidual and collective behavior. Students will take 
Modes of Learning courses in psychology or 
sociology as well as a course in statistical 
methods. In addition, courses are available in the 
fieldsofeconomics, sociology, psychology, man- 
agement, anthropology, political science, and 
business administration. 


The Collegium of Comparative Cultures seeks to 
promote an understanding of the breadth of hu- 
man cultural achievements through languages, 
area studies, and related disciplines. The col- 
legium serves as both a window and a gateway to 
the cultures of the world: a windowfor those who 
learn in the classroom from professors who have 
lived and studied in other cultures; a gateway for 
those who wish to visit these cultures after pre- 
paratory study on campus. Language study in 
French, German, Spanish, or Russian can be inte- 
grated into a major program, an interdisciplinary 
concentration with another discipline (such as 
management, political science, or comparative 
literature), or it may simply serve to round out a 
student's liberal arts program. Some students 
prefer to plan their studies around a particular 
areaof the world likeLatinAmericaorEastAsia. In 
such cases, the International Education office 
gives assistance in planning appropriate study- 
abroad experiences. The TESL major program 
(Teaching of English as a Second Language) en- 
courages students to get overseas teaching ex- 
perience through acollege-run program in Bogo- 
ta, Colombia, or in some other language area of 
their choice. Comparative Cultures graduates 
have chosen careers in teaching, interpreting, 
foreign service, religious vocations or interna- 
tional business. 


The Creative Arts Collegium isdedicated to assist- 
ing the development of the creative nature in 
each person. Freedom with responsibility is 
found to be vital in the creative person and this is 
given high priority. The Collegium has a human 
development section composed of psychology, 
human resources, leisure and recreation, and 
education. Also included are programs of art, 
music, theatre and dance, and the writing work- 
shop. Students will be encouraged to design in- 
terdisciplinary majors, to undertake independ- 
ent work, to apply knowledge in the community, 
and to make education exciting and enjoyable. 


The Collegium of Letters is composed of students 
and faculty who have in common an interest in 
human beings, past and present — their history, 
literary and artistic products, religious commit- 
ments, political involvements, and philosophical 
groupings. The study of who we are by looking at 
what we are doing and the works and institutions 
created by our predecessors provides the rele- 
vance, vitality, and excitement of our program. 
This humane interest has value in and of itself. In 
addition, it provides a fundamental background 
for a wide variety of futures — vocational or 
through professional and graduate schools — as 
the experience of our graduates attest. 


The Collegium of Natural Sciences brings 
together biologists, chemists, environmental- 
ists, earth scientists, marine scientists, mathe- 
maticians, physicists, and those interested in the 
health professions, including medicine, veterin- 
ary medicine, dentistry and medical technology. 

The major emphasis of the Collegium is on the 
development of the skills of observation, ex- 
perimental design, problem-solving, research 
and the study of the principles and concepts that 
are necessary to successful scientific investiga- 
tion. The programs in the natural sciences are 
geared to provide students with information and 

techniques that can be applied to the problems of 
a changing society. 


Both to express and to implement the breadth of 
the college's educational mission, there are three 
co-curricular areas in which each student is ex- 
pected to participate in significant ways during 
the undergraduate years: service, career explora- 
tion, and physical activity. Together, these areas of 
expected participation constitute the co- 
curricular program, which is intended to provide 
strong positive inducement for educational 
achievements that lie for the most part outside 
the formal academic curriculum, achievements 
that contribute directly to the college's goal of 
developing competent givers whose lives will be 
characterized by leadership and service. The ex- 
pectations are as follows: 

Service. Each student shall haveand find opportu- 
nities on and off campus to engage in significant 
service activities that help the student to develop 
leadership and other interpersonal skills, make a 
significant contribution to the welfare of others 
and encourage a lifelong commitmentto service. 

Career Exploration. Each student shall have and 
find opportunities to explore in a systematic way 
to the world of work and the student's occupa- 
tional skill and interests, to apply and thus en- 
hance acquired knowledge in career related 
situations, and to establish enduring beneficial 
relationships with persons engaged in occupa- 
tions or professions related to the student's in- 
terests. Such opportunities include internships, 
practica, research, studio work, a variety of other 
practice-oriented experiences offered through 
the major or concentration or through other 
programs of the college, or self-initiated activi- 

Physical Activity. Each student shall have and find 
opportunities to engage in organized or self- 
initiated activities that help the student to de- 
velop an awareness of the importance of physical 
wellbeing and to acquire skills that contribute to 
good physical condition. 

Each student is free to choose the kinds of 
achievements and experiences that would meet 
each expectation. In each catagory, activities 
which are part of an approved course, ordirected 
or independent study, may earn academic credit. 
An underlying expectation is that each student 
shall come to Eckerd with the intention to de- 
velop a planned program of participation and 
achievement in each of the three co-curricular 
areas, and thus a total co-curricular progam that 
both supplements and enlivens the classroom 

The Co-Curricular Record 

In reflection of the fact that the co-curricular 
program is a significant dimension of the program 
of the college, each student shall have an official 
co-curricular record that shall be maintained in 
the Office of Student Affairs, which has primary 
responsibility for the co-curricular program. En- 
tries on this record must be consistent with the 
categories approved by the faculty, may be made 
only at the student's request and with the approv- 
al of the Dean of Students, and shall be limited to 
names of activities, leadership positions held, 
and honors received. The intent is twofold: to 
enable the student to compile an official record of 
response to college co-curricular expectations, 
and to provide the student with credentials that 
may be used to supplement the academic trans- 
cript in application for jobs, graduate work, fel- 
lowships, and other postgraduate opportunities. 
Like the academic transcript, the co-curricular 
record shall be released outside the college only 
with the student's permission, and neither the 
academic transcript nor the co-curricular record 
shall make reference to the other. 



Eckerd College regards liberal education as 
essential to thorough professional training and 
unites a broad freedom of student choice with 
graduate education in a number of fields: for law 
and medical school, medical technology, the 
ministry, engineering, elementary and sec- 
ondary education, management, business 
administration, teaching of English as a second 
language, and selected public service, human re- 
sources and community professions. 

Eckerd seeks to provide pre-professional experi- 
ence through intensively supervised internships 
rather than by professional and pre-professional 
courses that tend to limit the scope and quality of 
liberal education. The teacher education pro- 
gram, described immediately following, ex- 
emplifies the application of this principle. Stu- 
dents in management take certain specialized 
courses, such as accounting, and prepare them- 
selves through internships carefully planned with 
the Mentor of the management program. 
Similarly, human relations occupations involve a 
thorough liberal arts base, to which are added 
supervised field and employment experiences 
designed to meetthe particular interest and need 
of the student. 


The Eckerd College Teacher Education faculty 
seek to develop competent and humane leaders 
for the teaching profession. The Director of 
Teacher Education is responsible and account- 
able for all teacher education programs. 
Elementarycertificationisachieved by completing 
a major in Elementary Education. The Elementary 
Education major combines a series of required 
and elective courses which are chosen from a 
variety of disciplines, so that the major builds a 
pedagogical program upon a liberal arts base. 
Early childhood certification is achieved by com- 
pletingtwo courses in early childhood education 
in addition to the Elementary Education major. 
For secondary certification, grades 7-12, a student 
must complete a major in a content area, an Intro- 
duction to Psychology course, and a series of six 
education courses; four of these education 
courses are taken in the second semester of the 
Senioryearwhen career motivation is uppermost 
in the student's life. For K-12 certification in art 
and music, the student must complete a major in 
the art or music discipline, the secondary certi- 
fication program and one course in elementary 
education methods. The Florida State Depart- 
ment of Education requires that all students ad- 

mitted into the teacher education program have 
received a score at the40th percentile or above on 
a nationally normed standardized college en- 
trance examination. Program candidates must 
have a minimum grade point average of Cor 2.0 in 
all college level work. Teacher program gradu- 
ates seeking regular certification in Florida are 
required to pass the FloridaTeacher Certification 
Examination. For further information about the 
policies and procedures for admission into the 
Teacher Education program, contactthe Director 
of Teacher Education and request a copy of The 
Education Student Handbook. 


The engineering and applied science program at 
Eckerd is designed for the student who wishes to 
combine a broad, values-oriented knowledge 
base with one of the many fields of engineering or 
applied science. Programs exist which permit the 
student to pursue a career in one of a wide variety 
of engineeringdisciplines (forexample: electric- 
al, civil, chemical; industrial, aerospace, textile, 
nuclear, biomedical or health systems), in en- 
gineering mechanics, systems engineering, com- 
puter science or one of several other applied sci- 

The student applies to Eckerd for regular admis- 
sion and spends three years at Eckerd, during 
which the curriculum includes courses in 
mathematics and science that will qualify the stu- 
dent to enter an engineering program at the 
Junior level. The detailed curriculum will depend 
on the student's choice of engineering college 
and specific degree program. 

Upon successful completion of the three-year 
portion of the program (the requirements of 
grade point average vary somewhat) and the re- 
commendation of Eckerd College, the student is 
admitted to an engineering college, where he or 
she may normally expect to complete in two years 
the dual-degree requirements. The student is 
awarded degrees from both Eckerd College and 
the engineering school. At present, Eckerd 
cooperates in dual-degree programs in engineer- 
ing and applied science with Washington Uni- 
versity (St. Louis), Auburn University, Columbia 
University, and Georgia Institute of Technology. 



A student at Eckerd may also apply to engineering 
schools with whom we do not have formal agree- 
ments. Many engineering schools do not partici- 
pate in formal dual-degree programs, but will 
accept transfer students. Several such schools 
have supplied us with advice and information on 
which Eckerd College courses would best pre- 
pare a student to transfer into the engineering 
program at the Junior level. 


The purpose of the Writing Center is to enhance 
the student's learning capacity by helping him or 
her to become more organized in investigating 
and more articulate in formulating ideas. Work- 
ing closely with the Foundations Collegium, the 
staff and tutors of the Writing Center aid students 
who wish to improve writing skills and research 
competence. Assistance in such areas with an 
emphasis upon improving student writing is 
offered on an individual basis as well as in com- 
position courses. 


see page 51 


Eckerd College believes that a liberally educated 
person should be at home in other cultures, and 
we try to give every student the chance to study 
abroad. The Eckerd London Center is permanent- 
ly staffed and supervised by Eckerd faculty 
members; we have semester programs at the San- 
ta Reparata Graphic Arts Center in Florence, at 
Coventry Cathedral in England, and we are also 
affiliated with the Institute forAmerican Universi- 
ties in France. 

Winter Term Abroad 

Eckerd's annual winter term offerings overseas 
each January are nationally recognized. Many 
students choose to take their winter term projects 
in London, and we also organize programs in 
locations such as Austria, Mexico, Crete, Ireland, 
Sweden, Italy, Jamaica, Russia, Cuba and Canada, 
and the Caribbean. 

Semester Abroad 

Varied locations and curricula provide semester 
opportunities for students in almost all areas of 
concentration. Programs are available in Flor- 
ence (art), London, Bogota (TESL), Coventry, Aix- 
en-Provence or Avignon, and Madrid. 

Year Abroad 

Eckerd has an exchange arrangement with Kansai 
Gaidai (University of Foreign Studies) in Osaka, 

The Office of International Education counsels 
with students in an effort to provide individuals 
with study abroad programs best suited to their 
particular academic needs. 


Our academic calendar perm its off-campus study 
forperiodsof one month (January), one semester 
(14 weeks), and up to a full academic year. Upper- 
class students are encouraged to take advantage 
of programs and facilities not available at Eckerd 
through the off-campus program. It is possible to 
participate in group projects with a faculty leader 
or to contract independent studies of the stu- 
dent's own design. Group projects such as an 
archaeological dig in the southwest, government 
operations in Washington, D.C., or urban prob- 
lems in Chicago are possible. Independent pro- 
jects for individual students have been under- 
taken in industry, the Argonne Laboratories, mar- 
ine research, and at an Indian reservation. The 
winter term, through cooperation with other 
schools having a similar calendar, provides for 
intensive projects on other campuses through- 
out the United States. 

The Off-Campus Programs office assists students 
in making arrangements, preparing contracts, 
and providing information and ideas related to 
various choices. The project subject matter must 
make necessary the particular off-campus loca- 
tion chosen. 


Eckerd college has been committed to interna- 
tional education since its inception. While we 
continue to provide opportunities for students to 
enrich their education abroad (see International 
Education, page 11 ) one need go no further than 
the campus itself to experience a truly cosmopoli- 
tan environment. The International Student 
Affairs office sponsors support programs and 
activities for students coming from more than 40 
different nations to pursue a variety of studies 
here. There are two distinct groups of interna- 
tional students at Eckerd College: those who 
study in the English Language Center (ELS); and 
those who are degree-seeking students. 

These international students enrich the campus 
environment with their diverse cultural origins 
and ethnic backgrounds by providing face-to- 
face opportunities for cross-cultural exchange in 
classroom and other settings. The breadth of this 
experience is celebrated annually duringthe Fes- 
tival of Cultures with exhibits, entertainment and 
ethnic delicacies from around the world. 



A liberal education should not be considered 
separate from the economic, social and political 
realities of life. With increasing insistence, em- 
ployers and professional associations are asking 
career-minded students to relate fundamental 
education in liberal arts fields to long-range 
plans. Further, they stress the value of a solid 
liberal arts background for business or profes- 
sional careers. 

Woven into your academic program during your 
four years at Eckerd is a program to help you 
examine your career and professional goals. The 
Career-Service Program offers one or more of a 
variety of experiences: one-to-one and group di- 
agnostic career counseling to assist in making 
decisions which integrate academic programs, 
career planning and general lifestyle; internship 
and field experience placements which involve 
unpaid work experiences of observation either 
with a professional person or in a special social 
environment; paid work experiences related to 
current academic studies and long-range career 
goals; discipline internships such as teacher 
education, community studies, leisure studies, 
or management; and placement services to assist 
you in findingpartti me and summer employment 
while in school, but primarily to enable you to 
select either the appropriate post-graduate 
education or the vocational career that fits your 
personal aptitudes, desires, and objectives. 


The Women's Studies program is designed to 
address the educational needs of women in this 
region and women students at Eckerd College. 
Workshops, non-credit courses, seminars and 
networks of community leaders provide links 
with the wider community and seek to respond to 
the needs of women who wish to complete their 
undergraduate college degree through non- 
traditional programs. 

The program, in addressing the needs of Eckerd 
College students, has led to the establishment 
and support of a campus women's center, a Men- 
tor service to students seeking an academic con- 
centration in women's studies, and the offering 
and coordination of a limited number of women's 
studies courses. These services are primarily 
within the Human Resources wingof the Creative 
Arts Collegium. 


The summer term is an eight-week term consist- 
ing of two four-week sessions. Courses are avail- 
able in Session A, Session B, and/or through the 
full eight-week summer term. A preliminary an- 
nouncement of courses and fees is published in 
February; more detailed course descriptions are 
available in early March. Regularly enrolled 
Eckerd students and students enrolled and in 
good standing at other colleges and universities 
are eligible for admission. High school students 
who have completed their Sophomore year and 
present evidence (usually a recommendation 
from principal or counselor) of their ability to do 
introductory level college work, are eligible for 
admission with ascholarshipwhichcovers50% of 
the regulartuition. Summer term rates are slightly 
reduced from academic year tuition levels. Stu- 
dents entering Eckerd in the summer with the 
intention of becoming degree candidates must 
make formal application for admission to the 
Dean of Admissions. 

It is possible to enroll in three courses in summer 
term, one in Session A, one in Session B, and one 
through the duration of the eight-week term. 
Summer courses may replace courses missed 
during the academic year or accelerate gradua- 
tion. Additional information about summerterm 
courses may be secured from the Dean of Special 


The Program for Experienced Learners is a de- 
gree-completion program designed to meet the 
needs of mature people who are able to assume 
major responsibility for their continuing educa- 
tion. It is limited to men and women more than 
twenty-five years old who provide evidence of an 
ability and interest in satisfying the degree re- 
quirements of the college even though they are 
not in a position to participate in the regular class- 
oriented instructional program on campus. The 
program has been approved by the Southern 
Association of Colleges and Schools and confers 
the same degrees that are awarded through the 
regular program. 

The college makes provision for an initial assess- 
ment of prior learning which is creditable toward 
a degree. This credit may be based upon formal 
work already done in degree-granting institu- 
tions, upon career-oriented learning at a college 
level, upon specialized training of technical and 
cultural character, and upon knowledge ac- 
quired by personal effort. An analysis is made of 
individual intellectual interests and career goals 
on the strength of which a degree plan is de- 

In the satisfaction of degree requirements the 
Program for Experienced Learners relies primari- 
ly upon directed study courses which have been 
designed bythefaculty.Forstudentswhoare able 
to work with very limited supervision these 
courses can be completed and credited at a frac- 
tion of the cost of regular courses. Other re- 
sources of the college in the form of regular clas- 
ses, intensive special courses, and travel-study 
projects may be used to meet requirements, but 
these are somewhat more expensive to the stu- 

This program is designed especially to serve peo- 
ple whose career opportunities will be increased 
by having a college degree recognizing their con- 
tinuing educational involvement, but any adults 
who are seeking a structure in which to expand 
their educational experience are encouraged to 

Some programs do not lend themselves to 
directed study and off-campus learning as readily 
as others. Major fields such as chemistry or phy- 
sics which rely heavily upon laboratory experi- 
ence, the visual arts which involve extensive stu- 
dio instruction, theatre or foreign languages 
which call for group interchange can be offered 
through the Program for Experienced Learners 
only if there is appropriate on-campus experi- 
ence or some special student involvement in acti- 
vities of comparable nature. 

Although the full range of Eckerd College pro- 
grams is technically available to Program for Ex- 
perienced Learners enrollees, it must be kept in 
mind that in certain instances this is not practic- 
able except through campus residency at regular 
tuition rates. 

There are a number of programs, several of them 
career-related, which are particularly well suited 
to the PEL approach. Management and Business 
Administration concentrations can coordinate 
job experience with the theoretical studies in the 
college curriculum. Amajorin Human Resources 
readily makes use of professional involvement in 
health services, community service, and the help- 
ing professions in general. Majors in Criminal 
Justice and Public Safety Administration are de- 
signed to be of maximum value and availability to 
people already working in law enforcement, fire 
protection, or public administration. 

The regular college scholarship and grant-in-aid 
funds are not available for the Program of Experi- 
enced Learners. Tuition support through the 
Veterans Administration has been approved. 
Additional public and private scholarships and 
tuition remissions awarded directly to the stu- 
dent are applicable to the program. More specific 
information about the PEL program may be 
obtained from a separate PEL catalog. Interested 

students should write to : Associate Dean, PEL, 
Eckerd College, St. Petersburg, Florida 33733. 


Eckerd College provides an Army Reserve Offi- 
cer's Training Program through a cross-enroll- 
ment agreement with the University of South 
Florida at St. Petersburg. Students who complete 
the program, which consists of four courses in 
military science, a weekly leadership laboratory, 
and one summer camp, are commissioned in the 
United States Army. All students may take the 
courses in military science forelective credit. The 
ROTC program is open to both men and women, 
and scholarships are available on a competitive 
basis to qualified Sophomores, juniors and 


In order to graduate from Eckerd College, a stu- 
dent must spend at least two years, including the 
Senior year, in the college or in an approved off- 
campus program. 

Any student who wishes to request an exemption 
from or a modification of an all-college require- 
ment may petition the Dean of Faculty using 
forms available in the Office of the Registrar. Peti- 
tions must include detailed reasons for the re- 
quest, and receive prior approval from the stu- 
dent's Mentor and collegial chairperson. 

Unless modified in individual cases by action of 
the Educational Policy and Program Committee 
and the Dean of Faculty, the following require- 
ments must be fulfilled by all students in orderto 
qualifyforformal recommendation bythe faculty 
for the Bachelor of Arts degree: 

1) The satisfactory completion of a minimum of 
32 courses, plus an autumn term in the Fresh- 
man year and a winter term project in each 
subsequent year. 

a) A Freshman may take a winter term in addi- 
tion to autumn term, and substitute that 
winter term for one of the 32 courses. 

b) One of the winter projects, ordinarily in the 
Junioryear, must be in the student's major 
or area of concentration. 

c) The winter term project in the Senior year 
normally consists of the preparation for 
comprehensive examinations, theses or 

2) Modes of Learning: two courses from differ- 
ent collegia to be completed by the end of the 
Sophomore year. 


3) Writing competency: satisfactory perform- 
ance on a writing proficiency exercise taken at 
the beginning of the student's first term of 
enrollment. Students who achieve competen- 
cy on the initial exercise will be excused from 
the required composition courses. Students 
who do not satisfactorily pass the writing pro- 
ficiency examination will be required to enroll 
in an appropriate composition course during 
their first term of enrollment. The proficiency 
requirement will be met if a student earns a 
grade of Cor better in this course and satisfac- 
torily passes the proficiency reexamination at 
the end of the course. If competence is not 
achieved at the end of the first course, an addi- 
tional composition course will be required in 
each subsequent semester until the required 
proficiency is achieved. (Native speakers of 
English may take two composition courses for 
credit; non-native speakers of English may 
take three composition courses for credit.) 

4) Students entering as Freshmen beginning with 
the fall of 1981: 

a) Foundations: Western Heritage I and II, 
FWH 181 and 182. Students for whom En- 
glish isasecond languageandwhohavenot 
resided in the mainland U.S. for more than 
two years may substitute CAS 1 88 U. S. Area 
Studies for Western Heritage I, which shall 
also fulfill the requirement for a course 
within the Cross-Cultural Perspective. 

b) One course from a list of options in each of 
the following four areas: the Aesthetic 
Perspective, the Crosscultural Perspective, 
the Environmental Perspective, the Social 
Relations Perspective. Courses must be dis- 
tributed over at least three collegia with at 
least one in Behavorial or Natural Sciences 
and one in Comparative Cultures, Creative 
Arts or Letters (courses to be announced). 

c) One course in the Senior year in the 
Judaeo-Christian Perspective (course to be 

d) One senior seminar within the collegium of 
the student's major focussing on the search 
for solutions to important issues that stu- 
dents are likely to confront during their life- 
times (courses to be announced). 

Students enrolled as Sophomores or above begin- 
ning with the fall of 1 981 : 

a) Foundations: two seminars to be com- 
pleted in the Freshman year, FVS 181 and 

b) World View: twoAreaStudiescoursestobe 
completed by the end of the Sophomore 
year. Other courses (foreign language, 
semester abroad, etc., as approved by the 
Comparative Cultures Collegium) may be 
used to satisfy the World View require- 

ment. U.S. Area Studies (CAS 188) fulfills 
the requirementforthose students who (1) 
speak English only as a second language, 
and (2) have not resided in mainland United 
States for more than two years. Normally, 
this course will be taken during the stu- 
dent's first year of study. 

c) Upper Division Colloquia: four courses 
during the Junior and Senior years, one of 
which must be within the student's col- 

Students transferring to Eckerd as Sophomores 
are considered exempt from the Foundations and 
Modes of Learning requirements; students trans- 
ferring as Juniors are also considered exempt 
from the World View requirements. 

5) The completion of a major (from the list of 32 
majors formally approved by the faculty), or an 
independently designed area of concentra- 
tion. The area of concentration must be 
approved by three members of the faculty, 
with an approved study plan filed in the Reg- 
istrar's office no later than fall semester of the 
Junior year. 

6) The satisfactory completion in the Senior year 
of a comprehensive examination, thesis, or 
creative project in the major or area of concen- 
tration with a grade of C or better. 

The following requirements must be fulfilled by 
students in order to qualify for formal recom- 
mendation by the faculty for the Bachelor of 
Science degree: 

1) The satisfactory completion of the general 
course and all-college requirements as out- 
lined in sections 1-6 above. 

2) Completion of a major or area of concentra- 
tion in one of the natural sciences or mathema- 
tics, including the satisfactory completion of at 
least sixteen courses in the Natural Sciences 
Collegium, including not more than one of the 
four all-college required Values Colloquia. 

Students majoring in the natural sciences or 
mathematics may earn the Bachelor of Arts de- 
gree by completing at least twelve but fewer than 
sixteen courses in the Natural Sciences Col- 
legium, including not more than one of the four 
all-college required Values Colloquia. 

For either the B.S. or the B.A. degree, students 
majoring in the natural sciences or mathematics 
may substitute non-natural science courses to 
meet this requirement. Interested students 
should consult their Mentors for information on 
gaining approval for such substitutions. 



At Eckerd College efforts are made to tailor pro- 
grams of study to the particular needs and interests 
of individual students. To help guide students with 
the selection of courses, the faculty has approved a 
number of disciplinary and interdisciplinary ma- 
jors. I n most cases, the faculty members associated 
with each major have prescribed minimum course 
American Studies Creative Writing 

Anthropology Economics 

Business Administration/ Elementary Education 

requirements for the major. Brief descriptions of 
majors are included under each discipline heading 
in the course description section of this catalog. 
Students desiring more specific information about 
major programs should consulttheir Mentors, col- 
legia! chairpersons and discipline coordinators. 
A list of the faculty-approved majors follows. 

Comparative Literature 

Environmental Studies/ 

Earth Sciences 

German Music Religious Studies 

History Philosophy Sociology 

Human Resources Philosophy/ Spanish 

Humanities Religion Teaching English 

Literature Physics as a Second 

Management Political Science Language 

Mathematics Psychology Theatre 

Modern Languages Russian Studies Visual Arts 

Studentsdesiringtodesign their own programs of mately be approved and have identified 

study are encouraged to develop an individualized with it a specific committee of at least three faculty 

area of concentration in cooperation with their members. Theapprovedstudyplanmustbefiledin 

Mentors. The proposed plan of study must ulti- the Registrar's office early in the Junior year. 


Credit toward a degree is awarded for satisfactory 
course completion, independent study projects, 
directed study programs, academic work certi- 
fied by another accredited degree-granting in- 
stitution, and proficiency demonstrated by ex- 

Ordinarily credit is earned by course completion. 
A normal full-time academic load is eight courses 
plus an autumn term in the Freshman year and 
eight courses plus a winter term project in each 
subsequent year. 

Credit may be earned through independent study 

by students who exhibit both the self-discipline 
and mastery of the methodologies demanded by 
the subject matter selected by the student. An 
independent study project is designed by a stu- 
dent in consultation with the professor who is to 
supervise and evaluate the work. An academic 
contract, drawn in advance, specifies the subject 
and method of inquiry, the materials to be used, 
the purpose of the project, and the basis of eva- 
luation and credit. Each contract must be 
approved by the Director of Independent Study. 
Independent study options are available for both 
on and off-campus opportunities. Freshmen are 
not permitted to take off-campus independent 
studies. Contracts for these purposes are avail- 
able from the Registrar. 

Provision is also made for credit by directed study. 
Both independent study and directed study re- 
quire advance planning by the instuctor and stu- 
dent. While initiative rests with the student for 
design of independent study, in directed study 
the instructor is responsible for supplying a sylla- 
bus which defines the program. Directed study 
syllabi are available from the Registrar. 

Credit is granted by transfer from accredited de- 

gree-granting institutions, up to a limit of 16 
courses, pi us one autumn and one winter term. A 
student entering Eckerd College should request 
that a transcript of work done in other institutions 
be sent to the Registrar. When the transcript has 
been evaluated, the applicant is notified of the 
credit accepted by transfer. Eckerd College stu- 
dents who wish to enroll for part of their pro- 
grams at other institutions should have the 
approval in advance of their faculty-Mentors. 

For more information on transfer credit, please 
see page 86 

Credit for demonstrated proficiency is awarded 
when a student applies for it with the Registrar 
and successfully completes appropriate ex- 
aminations. College Level Examination Programs 
are recognized for both advanced placement and 
academic credit. For more information on CLEF, 
see page 87 

The college recognizes that many experiences 
outside the classroom may contribute to a stu- 
dent's program. Internships, participation in 
community projects, and field experience may be 
accorded credit if closely coordinated with the 
student's academic program. Such experience 
ordinarily constitutes a part of a regular course or 
independent study project. 


The standard grading system of the college is A 
(Superior Work), B (Good Work), C (Satisfactory 
Work), D (Poor Work), and F (Unacceptable 
Work). All courses in which a grade of C or higher 
has been earned shall count toward fulfilling de- 
gree requirements. A course in which a D grade is 
earned may fulfill degree requirements only 
when a grade of B or higher is earned in another 
full course. 


A Credit/No Credit grading option is available in 
each course/project for students who are at least 
second semester Freshmen. Students desiring 
this grading option must petition for the approval 
of the course instructor, the Mentor, and the 
Educational Policies and Program Committee. Pe- 
titions must be submitted prior to the beginning 
of a term. Grades of Credit and No Credit cannot 
be subsequently changed to letter grades. 

A grade of I (Incomplete) indicates that all course 
requirements are not complete by the end of the 
term and that, in the judgment of the instructor, 
extension of deadline is appropriate. Unless an 
earlier deadline is set by the instructor, a student 
will have a maximum of one year to complete the 
required work. If the work is not completed in 
one year, or the shorter deadline imposed by the 
faculty member, the Incomplete will automatic- 
ally become an F. 

In case of formal withdrawal before the middle of 
a course, a grade of W is recorded. If withdrawal 
occurs between the midpoint and the beginning 
of the last week of classes, a grade of WP is re- 
corded if work completed has been of passing 
quality. In calculating a student's academic stand- 
ing a WF is counted as an F. 

Students may not withdraw from classes after 
Monday beginning the 1st week of classes fall 
semester or after the Friday preceding the last 
week of classes spring semester. 

All grades are reported to students and entered 
on the official record of the college. Grades of F 
will not be removed from the transcript. A nota- 
tion will be recorded at the bottom of the tran- 
script of any substitute grade earned. Students 
may not repeat a course for credit unless they 
receive a D, need to repeat the course in order to 
progress in sequence, and have the approval of 
the instructor and academic dean. 


At the close of each semester, the Academic Re- 
view Committee analyzes the progress of every 
studentwho has failed acourse. Mentors, profes- 
sors, and student personnel advisors may be con- 
sulted. If, in the judgment of the Committee, the 
cumulative record is unsatisfactory, appropriate 
action is taken by the Committee. A student who 
has accumulated morethan one Pis placed in one 
of the following categories: Probation - two or 
three accumulated Failures; Subject to Dismissal 
- four accumulated Failures; Dismissal - more 
than four accumulated Failures. A student who 
has been dismissed for academic reasons will be 
ineligible to enroll in Eckerd College for at least 
one semester after the date of suspension. To 
apply for reinstatement after the dismissal, a stu- 
dent shall apply for readmission through the 
Dean of Students. 



Withdrawal from the college at anytime is official 
only upon the completion of the withdrawal form 
available in the Registrar's office. Requests for 
readmission following withdrawal should be sent 
to the Dean of Students. Students may withdraw 
to enroll in another college for courses not avail- 
able here but important to the student's total 
program. Such courses may be transferred upon 
the student's return. Students requesting a with- 
drawal should consult with the Registrar. 


Eckerd College awards diplomas with honors to a 
fewstudents in each graduatingclass. Criteriaare 
entirely academic and include performance in 
courses, independentstudyand research, andon 
the comprehensive examination, thesis or pro- 
ject. Accomplishment in the complete college 
program is honored rather than in a major, con- 
centration, or discipline alone. The Honors/ 
Awards Committee calls for nomination for hon- 
ors from individual faculty members. F^onors are 
conferred on recommendation of the com- 


Registration dates are listed in the calendar at the 
back of this catalog. Upon completion of proce- 
dures as outlined in registration materials, the 
student's registration is approved by the business 
office and the Registrar. Students who register 
late will be charged a $21.00 fee. Proof of pay- 
ment must accompany the registration. 

All courses for which the student wishes to regis- 
ter for credit must be listed on the official registra- 
tion form. The student is responsible for every 
course listed and can receive no credit for courses 
not listed on this form. After registration day, 
official changes in study lists may be made only 
through official drop/add cards approved by the 
instructors whose courses are involved. Unless a 
course is officially dropped, a grade of F will be 
incurred if the student fails to meet the obliga- 
tions of the cou rse. No course may be added after 
the drop/add deadlines which are printed in the 
calendar in the back of this catalog. 


Any regularly registered full-time student may 
audit a course without fee, subject to permission 
of the instructor. Part-time students or students 
not registered for credit may attend courses as 
auditors subject to formal permission of the in- 
structor and payment of an auditor's fee of $128. 
Entry is made on the student's permanent record 
concerning audited classes. A course taken for 
audit may be changed to credit with the instruc- 
tor's permission, if the change is filed with the 
Registrar before the last week of the class. 


Alphabetically by Discipline 


Courses are designated by three letters, followed by three to five numerals 


The first letter indicates the collegium 
through which the course is offered. 
A-Creative Arts; L-Letters; C-Comparative 
Cultures; B-Behavioral Science; N-Natural 
Sciences; F-Foundations. 

2. The second two letters indicate the disci- 
pline. The letters VS indicatethatthecourse 
is part of the Values Sequence; CM indi- 
cates a collegial course; AS indicates that 
the course is an Area Study; WT indicates a 
winter term project; I indicates a course 
offered abroad. 

3. Thefirstdigitof thethree numbers indicates 
the level of the course: 1 and 2 indicate a 
course at the Freshman or Sophomore 
level; 3 and 4 indicate a course at the Junior 

4. The second and third digits are used at the 
discretion of the collegium, with the follow- 
ing exceptions: second digit: 

1 indicates a Modes of Learning course 

5 indicates a directed study 

9 indicates an independent study 

331-332 indicates Special Topics 

499 indicates a senior thesis or project. 

5. If a fourth and fifth digit is used, it desig- 
nates different sections of the same course. 

Opportunities for independent study are avail- 
able in all collegia. Independent study con- 
tracts are negotiated between the student and 
the faculty sponsor. Independent study con- 
tract forms are available in the Registrar's 

or Senior level. 

Directed Studies are listed in this catalog. Copiesof directed studies 
are available in the Registrar's office. 
Values Sequence courses are limited to 25 students per instructor. 

When a course is cross-referenced, a student should register 
with the designation that reflects his or her major. 



An accounting concentration may be elected by a 
student as a skill area within the management 
major. Students electing accounting as a ski 1 1 area 
within the management major must meet the re- 
quirements for the Eckerd College Management 
programs. See Management for descriptions of 
those requirements and courses. 


The student's program, developed in consulta- 
tion with the Mentor, should form a consistent 
pattern of courses in American culture, chosen 
from such fields as history, political science, liter- 
ature, philosophy, religion, art, economics, and 
sociology. The program will include a minimum 
of ten courses, with five or six from one disci- 
pline, and at least three from a second discipline. 
Six of the ten courses must be beyond the intro- 
ductory level. 

The major in anthropology is designed to help 
students acquire the basic perspective and 
understandings of the field, as well as proficiency 
in applying the anthropological viewpoint to the 
world in which they live. Requirements for the 
major include successful completion of five core 
courses: Introduction to Anthropology, Re- 
search Methodology, Anthropological Theory, 
Physical Anthropology, and a choice of either 
Anthropological Linguistics, Applied Anthropol- 
ogy, or Introduction to Field Archaeology; plus 
successful completion of four other courses and 
one winter term in anthropology. Students who 
intend to pursue graduate studies in anthropolo- 
gy are strongly advised to take course work in the 
areas of statistics, language studies, history, 
sociology and psychology. Independent and 
directed study courses in various areas of anthro- 
pology are normally available each academic 
year. Anthropology majors are strongly encour- 
aged to participate in one or more overseas study 
experiences during their four years at Eckerd. 



CAN 201 The Anthropological Experience: 
Introduction to Anthropology 

Prof. Dudley DeGroot 

Multi-media investigation of the world of the 
anthropologist through slides, films, lectures, 
small group discussion, elementary field experi- 
ence. Concepts, viewpoints of contemporary 
anthropology, experiencing the world from an 
anthropological perspective. Evaluation on indi- 
vidual contract. 

CAN 202 Introduction to Field Archaeology 

Prof. Dudley DeGroot 

Introduction to archaeology, participation in an 
archaeology field experience. Evaluation on con- 
tent and quality of field notebook, performance 
atfieldsite. Prerequisites: CAN 201 orpermission 
of instructor. Limit 30. 

CAN 205 Peasant Cultures 

Prof. Hendrick Serrie 

Peasantry as an economic, social, cultural type 
within a context of modernization and/or revolu- 
tion. Case studies of peasant villages, efforts at 
modernization, roleof peasants in twentieth cen- 
tury revolutions. Exams every two weeks, term 
paper. Prerequisite: CAN 201 or permission of 
instructor. Offered 1982-83. 

CAN 207 Chinese Communist Society 

Prof. Hendrick Serrie 

Major aspects of social organization at local 
levels, includingfamily, child-raising, position of 
women; nurseries, schools, clinics; Revolution- 
ary Committees that organize city neighbor- 
hoods, rural, urban places of work. Case studies 
of rural communes, overview of China's econo- 
mics since backyard furnaces, China's politics 
since the death of Mao. Exams every two weeks, 
term paper. 

CAN 208 Human Sexuality 

Prof. Dudley DeGroot 

Bio-social nature of human sexuality using 
anthropological, cross-cultural perspective, 
emphasis on exploration of sexuality as symbolic- 
ally invested behavior, consequences of sym- 
bolic investment of sexuality in cultural, social, 
personal dimensions. Field work, exams, series 
of analytic projects. 

CAN 226 American National Character 

Prof. Hendrick Serrie 

Anthropologists, sociologists, historians, foreign 
travelers have described culturally generalized 
characteristics of American personality. The best 
of these authors, including de Tocqueville, Cor- 
er, Henry, Hsu, McGiffert, Mead, Riesman, have 
stood the test of time, and offer insight into the 
customs and attitudes of Americans. Exercises in 
ethnographic observation, several exams. Of- 
fered in 1982-83 and every third year. 

CAN/LLI 230 Linguistics 

Prof. Hendrick Serrie 

The scientific study of language: phonetics, 
phonemics, phonology, morphology, syntax, 
grammar, semantics, historical and comparative 
linguistics, focusing on some of the practical utili- 
ties in education and communications. Work- 
book exercises, several exams, term paper. 
Offered 1982-83. 

CAN 250 (Directed Study) 

The Endless Journey: An Introduction to 


Prof. Dudley DeGroot 

Basic concepts, theoretical viewpoints, research 
techniques of contemporary anthropology. Re- 
quired reading, writing assignments will familia- 
rize students with anthropological perspective, 
provide opportunity to apply that perspective. 

CAN 305 Culture and Personality 

Prof. Hendrick Serrie 

Cross-cultural investigation of relationships be- 
tween personality and culture; introduction to 
major theoretical, conceptual tools utilized by 
anthropologists in the study of personality in cul- 
ture; data gathering techniques. Exams, term 
paper. Prerequisites: CAN 201 or BSO 110 and 
BPS 112 or permission of instructor. Offered in 
1981-82 and every third year. 

CAN 330 Physical Anthropology 

Prof. Dudley DeGroot 

Lab-lecture course on evolution and fossil homi- 
nids (apes and men). Lab sessions focus on 
understanding what physical anthropologists do, 
and on gaining a knowledge of anthropometric 
techniques. Controversies engendered by nine- 
teenth, twentieth century anthropological stu- 
dies. Offered 1981-82 and alternate years. 


Anthropology — Area Studies 

CAN 333 Making A Mirror For Man: 
An Introduction To Anthropological 
Research Methodology 

Prof. Dudley DeCroot 

Exploration of theanthropologist'swaysof know- 
ing. Students will have an opportunity to operate 
as anthropologists in design, implementation of 
different types of research modes. Field work 
projects. Prerequisite: CAN 201 . Offered 1982-83 
and alternate years. 

CAN 334 Applied Anthropology 

Prof. Hendrick Serrie 

Application of anthropology in business, indus- 
try, rural development program, foreign, domes- 
tic governmental agencies. Ethical/moral prob- 
lems facing applied anthropologists confronted 
with institutingchange. Class exercises, field pro- 
jects, term paper. Prerequisite: CAN 201. Offered 
1981-82 and alternate years. 

CAN 335 Cultural Ecology 

Prof. Dudley DeCroot 

Method, theoryofcultural ecology, relationships 
between environment, cultural systems. Basic 
ideas of cultural ecology with appropriate exam- 
ples of the interrelatedness of environment, 
cultural factors. Lecture-seminar approach. Two 
essay exams, final paper. Prerequisite: CAN 201 . 
Offered 1981-82 and alternate years. 

CAN 336 Ethnic Identity 

Prof. Hendrick Serrie 

Ethnic identity seems to lie at the heart of na- 
tionalism, non-assimilation of minority to major- 
ity cultures, problems in intercultural under- 
standing, communication, interaction. Examples 
of these phenomena in various cultures around 
the world, beginning with fundamental theoreti- 
cal work, then concentrating on cases. Midterm 
exam, 15-page term paper. Offered 1982-83 and 
alternate years. 

CAN 436 History of Anthropological Theory 

Prof. Hendrick Serrie 

Schools of thought on man's evolution, physical 
variation, sociocultural diversity: Boasian 
anthropology, functionalism, structuralism, 
ethnoscience, Neo-Darwinism, cultural ecology, 
contributions of these ideologies to shaping 
anthropological theory. Newtrends of theoretic- 
al interest to archaeologists, linguists, physical, 
cultural anthropologists. Paper, exams. Prere- 

quisites: one course in anthropology or sociolo- 
gy. Sophomore standing or higher. Offered 1982- 
83 and alternate years. 

CAS 286 Cultures of Africa 

For description, see AREA STUDIES. 

CVS 383 Primitive and Folk Art 

CVS 385 The Cultural Environment of 
International Business 

CVS 483 Culture from the Inside Out 

For descriptions see VALUES SEQUENCE COL- 


CAS 188 United States Area Studies 

Profs. Carolyn Johnston, Dudley DeCroot 

Open only to international students, meets world 
view requirement for graduation. Contemporary 
view of the U.S., limited survey of its past, size, 
diversity. Shortpapers weekly to improve writing 
skills, mid-term, final exam, U.S. Area Studies is 
highly recommended for all degree-seeking in- 
ternational students. 

CAS 281 Latin American Area Studies 

Prof. Frank Figueroa 

People, cultures of Latin America, using cultural- 
anthropological approach. Lectures, special pre- 
sentations, movies, classroom discussion will 
complement readings. Final exam, completion of 
special project to be agreed on between instruc- 
tor, student. Prerequisite: Sophomoreorhigher. 

CAS 282 East Asian Area Studies 

Profs. Cilbert Johnson, Hendrick Serrie 

While political events, trade relations draw our 
attention to the East, it is often some distinctive 
aspect of culture or some scarcely definable qual- 
ity of life that fascinates us and wins our admira- 
tion. Examination of more enduring features of 
Chinaand Japan, through art, architecture, litera- 
ture, customs, religious beliefs, intellectual tradi- 
tions. Two summary tests, quizzes on each area. 
Prerequisite: Sophomore or higher. 


Area Studies — Art 

CAS 283 Soviet Area Studies 

Prof. William Parsons 

Understanding Russians as people, Russia's con- 
tribution to Western civilization, the impact of 
the Bolshevik Revolution on Russian society, role 
of the Soviet Union in the world today. Several 
short papers or projects, midterm exam, and final 
exams. Prerequisite: Sophomore or higher. 

CAS 284 French Area Studies 

Profs. Henry Genz, Rejane Genz 
Modern France with emphasis on post World War 
II period. Village, urban life, distinguishing char- 
acteristics of the French people, their institu- 
tions, traditions, customs, values, literature, art, 
music. Paper or project, tests, final exam. Prere- 
quisite: Sophomore or higher. 

CAS 286 Cultures of Africa 

Prof. Dudley DeGroot 

What did it mean to be African in the past? What 
does it mean today? Geography, topography of 
Africa, cultural patterns (politics, economics, lan- 
guage, modes of adaptation for survival in the 
modern world) most characteristic of the indige- 
nous populations of sub-Saharan Africa. Com- 
parisons of different cultural heritages for 
selected societies, diversities, similarities found 
throughout the continent. Midterm, final exam, 
research paper. Prerequisite: Sophomore or 

CAS 287 Spanish Area Studies 

Prof. Pedro Trakas 

Aspects of Spain, past, present, through lectures, 
discussions, films, workshops. Weekly lecture, 
discussion of book, workshop. Paper (8-10 pages) 
on aspect of Spanish culture approved by instruc- 
tor, final exam. Prerequisite: Sophomore or high- 
er. Not offered 1981-82. 

IAS 289/IVS 389 London Colloquium 

For description see London Offerings. 

In addition, the following discipline courses are 
approved as Area Studies: 

BAS/BPO 341 Politics of Underdevelopment 

CAS/CHI 203 The Foundations of 
Contemporary Europe 

CAS/CLI 234 Russian Literature in the Soviet 

CAS/CLI 235 German Culture Through 

CAS/CHI 241 The Rise of Russia 

CAS/CRE 243 East Asian Religions 

LAS/LVS 201 Western Civilization 

LAS/LHI 202 Europe in Transition: 

LAS/LCM 203 Life and Death in Indian 
(Hindu) Literature 

LAS/LLI 231 Modern French Culture Through 


Programs in visual arts are individually designed 
with a Mentor. Every program must include Visual 
Problem Solving and Basic Drawing and two 
courses in Art History or Esthetics taken outside 
the discipline. Proficiency in drawing and design 
must be demonstrated in a Sophomore show be- 
fore the required thesis show may be undertaken 
in the Senior year. 

AAR 1 1 1 (Modes of Learning) 
Visual Problem Solving 

Prof. Margaret Rigg 

Systematic approach to visual arts, developing 
skills in spatial organization, relating forms in 
sequence, discovering uniqueness, personal 
approach to solutions, even within narrow, arbi- 
trarily prescribed bounds; developing ability to 
make, articulate sensitive, astute judgment on 
the quality of solutions; developing increased 
dexterity in handling of visual media. 

AAR 112 (Modes of Learning) 
Drawing Fundamentals 

Prof. Arthur Skinner 

Discovering new ways of seeing, feeling, record- 
ing, expressing images, forms. Basic skills course 
with regular attendance necessary. Freshmen, 
Sophomores given top enrollment preference. 
Course may be repeated with different instruc- 
tor. Materials cost from $30 to $50. 



AAR 202 Clay Workshop: Raku Technique 

Japanese Raku technique of firing clay along with 
variations on technique. Glazing, firingare major 
emphasis, with some instruction in hand building 
(none in wheel throwing). Students responsible 
forshowingalltheirworkin individual interviews 
at end of course. Open to beginning, advanced 
students. Prerequisites: AAR 111 or AAR 112. 
Limit 15. Not offered 1981-82. 

AAR 228 Painting Workshop 

Prof. James Crane 

Fundamentals of painting. Historical survey of 
materials, processes. Experimental work in water 
color, tempera, oil, lacquer, acrylic, etc. Some 
materials provided; cost of materials $30 to $100. 
Prerequisite: permission of instructor on basis of 
submitted portfolio. Limit 15. Not offered 
1981-82. ^ 

AAR 203 Images in Silkscreen 

Screen construction, stencil methods, printing 
procedures, cleanup, stencil removal. Lecture- 
demonstrations first half, regular critique meet- 
ings second half of course. Instructor available at 
regularly scheduled times to assist on individual 
basis during, outside class times. Evaluation on 
six to eight finished prints, matted, covered with 
acetate; at least one print using each of four tech- 
niques demonstrated. Prerequisites: AAR 111 
and/or AAR 112. Not offered 1981-82. 

AAR 229 Photography as Image Gathering 

Prof. Arthur Skinner 

Techniques, materials, processes, esthetics of 
taking, processing black and white photos. 
Homemade pinhole cameras, camera of stu- 
dent's choice with adjustable shutter speed, 
aperture. Weekly quizzes on text, classroom lec- 
tures, notebook of technical data, summaries of 
darkroom procedures. Cost of materials $20-$40. 
Permission of instructor required. Limit 15. 

AAR 222 Clay I Prof.John Eckert 

For beginners, fundamentals of ceramic mate- 
rials, handforming, recycling, glazing, firing. 
Wheel throwing optional. Lab sessions with su- 
pervised working time, weekly lectures on tech- 
nical knowledge. Writtenfinal exam. Nominalfee 
for glaze materials, clay. Permission of instructor 
required. Limit 18. 

AAR 225 Etching Prof. Arthur Skinner 

Techniques of etching, hard, soft grounds, aqua- 
tint, drypoint, engraving, color printing, embos- 
sing, open biting (different technique each 
week). Experimentation in all techniques re- 
quired. Students to complete minimum of five 
etchings with small editions showing evidence of 
imaginative understanding of medium. Pre- 
requisites: AAR 111 or AAR 112. Limit 15. 

AAR 226 Silkscreen and Mixed Media 

Silkscreen printing: cut film, paper, glue, tuscae, 
photo stencil methods; linoleum printing, 
embossing, photo lithography in combination 
with silkscreen. Demonstrationsof printing, mat- 
ting techniques, group critiques/discussions, in- 
dividual critiques, lab working time. Evaluation 
on five silkscreen prints, and one of each of fol- 
lowing: silkscreen and linoleum, embossing, 
photo lithography; each print matted, covered 
with acetate, accompanied by four unmatted 
copies. Prerequisite: AAR 111 or AAR 112. Limit 
12. Not offered 1981-82. 

AAR 241 Intermediate Drawing 

Prof. Margaret Rigg 

Intermediate drawing skills, figure-ground spa- 
tial composition, individual development in 
drawing techniques, formal composition of two- 
dimensional space, technical mastery, develop- 
ment of images including graphite, pencil, pen 
and ink, water color, conte crayon, advanced use 
of pastels, charcoal on fine papers. Cost of mate- 
rials $30 to $50. Prerequisites: AAR 112, permis- 
sion of instructor. Not offered 1981-82. 

AAR 250 (Directed Study) 

History of the Print Prof. Arthur Skinner 

Chronological survey of the development and 
future of the print medium. Counts as one art 
history credit. Five papers and an oral exam. 

AAR 301 Collage and Assemblage 

Prof. Margaret Rigg 

Two and three dimensional objects and images, 
employing various materials, exploring interface 
between painting, sculpture. Initial assignments 
will acquaint studentswith media, image possibili- 
ties with increased latitude for personal explora- 
tion as progress is made. Class critiques of works 
largely produced outside class, occasional de- 
monstrations, slide presentations. Begin collect- 
ing magazines for images. Prerequisites: AAR 
111, AAR 112. Limit 15. 



AAR 302/303/304 Open Clay Workshop 

Semi-independent work in clay for beginning, 
advanced students. Critiques, demonstrations, 
technical lectures, integration of instructor's 
work with teaching. Exam, final position paper. 
Prerequisites: AAR 111 or AAR 112, or note from 
Mentor as to student's ability to work indepen- 
dently. Limit 45. Not offered 1981-82. 

AAR 325 American Calligraphy If 

Prof. Margaret Rigg 

Continues development of understanding his- 
tory, meaning of fine lettering in American adver- 
tising, book printing. One finished, matted cal- 
ligraphy piece due every two weeks. Quizzes, 
final project determined by individual skills, in- 
terests. Prerequisite: AAR 324. Limit 15. 

AAR 308 Throwing on the Potter's Wheel 

Prof. John Eckert 

Throwing instruction, practice. Skill, esthetic 
considerations, techniques, critiques. Nominal 
fee for clay, glaze materials. Prerequisites: AAR 
302/3/4 or previous experience in clay, permission 
of instructor. Limit 10. 

AAR 321 Advanced Drawing 

Studio for students ready to do serious work in 
various drawing media. Basic skills, development 
of personal mode of expression, critiques, mod- 
els. Must be capable of working independently, 
providing own supplies. Permission of instructor 
required. Not offered 1981-82. 

AAR 322 Advanced Photography Critique 

Prof. Arthur Skinner 

Four intensive projects involving specific assign- 
ments to encourage imaginative examination of 
the local environment. Critiques weekly. Evalua- 
tion on final portfolio of minimum 20 finished 
mounted prints exhibiting technical excellence, 
creative insight. Prerequisites: Basic photogra- 
phy or AAR 229. Limit 15. Not offered 1981-82. 

AAR 323 Painting Critique 

Prof. James Crane 

Independent work with regular critiques for stu- 
dents who have taken Painting Workshop or had 
prior experience in painting. Not for beginners. 
No materials provided. Not offered 1981-82. 

AAR 324 American Calligraphy I 

Prof. Margaret Rigg 

Traditional forms; design of original, consistent 
alphabets; designing, cutting alphabets from 
rubber erasers for use with colored stamp pads. 
Two hours of design, cutting practice for each 
hour in class. Two finished, matted alphabets, 
two finished, matted quotations made by self- 
made stamps or hand-lettering on appropriate 
fine paper required, with class exhibit of works. 
Limit 17. Not offered 1981-82. 

AAR 328 Visual Graphics 

Prof. Arthur Skinner 

Various print media for beginners, but primarily 
for those who wish to do serious work in print- 
making. Independent work, regular group criti- 
ques. Prerequisites: AAR111, AAR112,orpermis- 
sion of instructor based on sketch book or 

AAR 340/420 Studio Critique 

Prof. James Crane 

Maximum of independence with regular criti- 
ques, each student preparingcontractforwork in 
media of student's choice. Class time used for 
review of work, field trips, discussion. Cost of 
materials $50-$100. Prerequisites: AAR 111, AAR 
112, any media workshop. Not offered 1981-82. 

AAR 342 Graphics Workshop (Open) 

Prof. Arthur Skinner 

Experienced printmakers develop skills, imagery 
in various graphic media. Attendance during lab 
times essential. Individual, group critiques held 
regularly. Final portfolio with minimum of seven 
prints with small editions showing evidence of 
definite progress in technique, imagery. Prere- 
quisites: AAR 328, AAR 225 or permission of in- 
structor. Limit 15 

AAR 499 Senior Thesis and Show 

Prof. Margaret Rigg 

For Senior art majors preparing thesis shows, self 
structured time to work, regular weekly meet- 
ings, critiques, practice in hanging, criticizing 
shows. Personal, individual discussion time with 
instructor. Evaluation on quality of show, new 
works produced, organization, staging of show 
opening; grades deferred until presentation of 
show in second semester. Prerequisite: Senior 
status with major in art, expectations of gradua- 
tion this school year. 


Art — Biology 

lAR 322 Art and Industrialization 

lAR 323 Origin of Modernism 

For descriptions see LONDON OFFERINGS. 

For courses offered in Florence, see ITALY 

AVS 388 The Art Experience 

For description see VALUES SEQUENCE COL- 

ASTRONOMY, see page 58 


see page 79 

NBI 187 Plant Biology Prof. Sheila Hanes 

Evolution, diversity of plant life, development of 
plants, their place in the ecosystem, responses to 
environmental conditions. Vascular, non- 
vascular marine, freshwater, land plants. Field 
trips. Lecture exams, lab reports, final exam. 

NBI 189 Marine Invertebrate Biology 

Prof. John Ferguson 

Structural basis, evolutionary relationships, 
biological functions, environmental interactions 
of animal life in the seas. Introduction to biologi- 
cal richnessofourlocalarea. Sharpeningskillsfor 
rational problem solving, including critical obser- 
vation, delineating boundaries of inquiry, acquir- 
ing, analyzing data, communicating findings. 
Quizzes, exams, lab notebook, group project 
reports, group, self evaluation forms. 


Requirements for a major ordinarily include de- 
monstration of basic knowledge and u nderstand- 
ingofthe history, method, and principles of plant 
and animal morphology, taxonomy, physiology, 
embryology, genetics, evolution and ecology. 
This demonstration will be satisfied by successful 
completion of a Senior comprehensive or thesis 
exam and the following courses: Marine Inverte- 
brate Biology, Botany (or General Biology as an 
alternative to either of these) Biology of Verte- 
brates, Cell Biology, Genetics and Development, 
Comparative Physiology, either General and 
Aquatic Ecology or Biology of Marine Vertebrates 
and an acceptable elective. In addition, each stu- 
dent must satisfactorily complete the Biology 
Seminar, and concepts of Chemistry 1 and II. 
Minimal pre-professional requirements usually 
further specify advanced courses in chemistry, 
mathematics, and physics. 

NBI 121 General Biology 

Prof. John Reynolds 

Non-scientists, as well as scientists, need to be 
aware of scientific bases of issues such as pollu- 
tion, overexploitation of natural resources. 
General principles underlying biological science, 
in orderto understand complex phenomena; sci- 
entific method; characteristics of, interactions 
between cells, organs, organisms, populations, 
communities, ecosystems. Lecture exams, lab 

NBI 200 Biology of Vertebrates 

Prof. George Reid 

Classification, evolutionary history of verte- 
brates, their structure, neo-Darwinian evolution, 
manifestation of evolutionary features as seen in 
the anatomy of aquatic, terrestrial chordates. 
Two one-hour lecture/discussion sessions, six 
hours of lab per week. Written and/or practical 
exams on completion of dissections, periodically 
in class. 

NBI 202 Cell Biology Prof. William Roess 

Cell structure, function, the flow of energy as the 
unifying principle linking photosynthesis, 
anaerobic, aerobic respiration, and the expendi- 
ture of energy by the cell. Chemical processes in 
living systems as related to structural subunits of 
cells. Experiments with molecular, cytological 
techniques appropriate to investigations in cell 
biology. Tests, lab reports, final exam. Pre- 
requisite: high school level chemistry, biology. 
Sophomore standing recommended. 

NBI 204 Microbiology Prof. Sheila Hanes 

Biology of microorganisms. Lab stresses micro- 
biological techniques, isolation and identifica- 
tion of organisms from selected genera. Tests, lab 
techniques, final exam. 




NBI 301 General and Aquatic Ecology 

Prof. George Reid 

Physical, chemical, biological relationships in 
natural communities. Environmental factors, 
populations, community concept, traffic in ener- 
gy, biogeochemical cycles, social organization in 
ecosystems. Field work in nearby ponds. Gulf 
shoreline. Two one-hour lecture/discussion ses- 
sions, six hours lab per week. Quizzes, lab techni- 
ques, lab report, final exam. Prerequisites: NBI 
189, NBI 200, NB1 187, or permission of instructor. 

NBI 303 Genetics and Development: 
Interpretive Prof. William Roess 

Mendelian and transcription genetics from his- 
torical perspective. Keyexperimentsdescribed in 
sufficient detail to lead to better understanding of 
how questions are asked, answered in biological 
sciences. Gene regulation introduces processes 
in development. Tests, term paper, final exam. 
For Junior science students particularly in- 
terested in interdisciplinary work, orfor less pro- 
fessionally oriented biology majors. 

NBI 306 Comparative Physiology: 
Investigative Prof. John Ferguson 

Physiological mechanisms of different animals: 
osmotic and ion regulation, nutrition, excretion, 
respiration, circulation, temperature regulation, 
movement, perception, nervous integration, en- 
docrine function. General principles as revealed 
through comparative method. Marine organ- 
isms, with minorcomment on functional proces- 
ses unique to man. Investigative lab, advanced 
methodology. Fourwritten lab reports, lab note- 
book, quizzes, exams. Prerequisite: NBI 305; 
Corequisite: NCH 222. 

NBI 307 Biology of Marine Vertebrates 

Prof. John Reynolds 

Marine vertebrates have fascinated scientists, 
layperson for centuries, despite logistic difficul- 
ties in studying them. Classification, characteris- 
tics, general ecology, current research metho- 
dology. Fieldtrip reports, labexercises, term pap- 
er involving in-depth literature survey of relevant 
topic. Prerequisite: NBI 200. 

NBI 304 Comparative Physiology: 
Interpretive Prof. John Ferguson 

Physiological mechanisms of animals: osmotic, 
ion regulation, nutrition, excretion, respiration, 
circulation, temperature regulation, movement, 
nervous integration, endocrine function. Gener- 
al principles as revealed through comparative 
method; integration into other areas of student's 
interest through interdisciplinary work. Term 
paper, or other type of activity. Quizzes, exams, 
prospectus, final report on interpretive work 
undertaken. Corequisite: NCH 122. 

NBI 402 Advanced Topics in Ecology 

Prof. George Reid 

Selected aspects of aquatic or terrestrial ecosy- 
stems. Topics to be determined by student in- 
terests. Prerequisites: NB1 189, NBI 200, NBI 301. 

NBI 406 Advanced Topics in Botany 

Prof. Sheila Hanes 

Subjects investigated will be primarily deter- 
mined by student interest. Prerequisite: NB1 187. 

NBI 305 Genetics and Development: 
Investigative Prof. William Roess 

Mendelian and transcription genetics from his- 
torical perspective. Keyexperimentsdescribed in 
sufficient detail to lead student to better under- 
standing of how questions are asked, answered in 
biological sciences. Gene regulation introduces 
processes in development. Lecture/lab develop- 
ing specific skills, including how to grow, main- 
tain, experiment with microbial, possible mam- 
malian tissue culture cells. Tests, lab reports, final 
exam. For Junior biology majors. 

NBI 408 Biology Seminar (2-year sequence) 

Prof. John Ferguson, Biology Staff 

Seminars, discussions on topical problems in 
biology, especially those not fully explored in 
other areas of the biology curriculum; historical 
heritage of the discipline. Each student makes at 
least one presentation, attends, actively contri- 
butes to all meetings. Junior, Senior biology ma- 
jors participate for one course credit; Sopho- 
mores invited to attend. 

NBI 422 Advanced Topics in Genetics 

Prof. William Roess 

Principles of human genetics, genetics of chro- 
mosomal abnormalities, physiological defects, 
behavior disorders. Biological, social implica- 
tions of advances in human genetics; specific 


Biology — Business Administration — Chemistry 

depth, breadth of study largely determined by 
interests, background of students. Prerequisite: 
general genetics or permission of instructor. Not 
offered 1981-82. 

NBI 499 Independent Research — Thesis 

Upon invitation. Seniors may design, carry out a 
creative research program, usually resulting in a 
written dissertation which is presented, de- 
fended in the spring. Each participant will consult 
closely throughout the course with at least one of 
the biology faculty. Preliminary prospectus, 
periodic progress reports, dissertation. Prere- 
quisites: three years of superior work in biology, 
and invitation from biology faculty. 

NCM 207 Introduction to Geology 

Prof. George Reid 

Composition of earth's crust, dynamics, pro- 
cesses leadingto present-day land forms; under- 
standing earth materials, forces that modify these 
substances. Mineralogy, crustal movements, vol- 
canism, ground and surface waters, glaciation 
covered in first part of course; historyof earth, its 
inhabitants, surface features in second part. Lab 
on rocks, minerals, fossil types, interpretation of 
geologic, topographic maps. Field trips. Reports, 
exams. Offered 1981-82 and alternate years. 

NVS 482 The Oceans and Man 

NVS 483 Ecology, Evolution and Natural 

NVS 485 Marine Mammals: Their Biology 
and Interactions with Man 

For descriptions see VALUES SEQUENCE COL- 


A business administration concentration may be 
elected by a student as a skill area within the 
management major. Students electing business 
administration as a skill area within the manage- 
ment major must meet the requirements for the 
Management programs. See MANAGEMENT for 
descriptions of those requirements and courses. 


Students majoring in chemistry, for the B.A. de- 
gree, must take Concepts in Chemistry I and II, 
Organic Chemistry 1 and II, Analytical Chemistry, 
Physical Chemistry 1, Advanced Laboratory I, 
Chemistry Seminar (Junior and Senioryears), Cal- 

culus I and II, Physics I and II and one upper level 
chemistry elective. For the B.S. degree, students 
must take Physical Chemistry II, Advanced In- 
organic Chemistry, Advanced Organic Chemis- 
try, and Advanced Laboratory II beyond those 
courses required for the B.A. degree. In addition, 
B.S. degree candidates must fulfill the require- 
ment of 16 courses in the Natural Sciences. For 
either degree, students must maintain a C aver- 
age in Chemistry and supporting courses. 

Juniors and Seniors are involved in Advanced 
Laboratory 1 and II, a unique four-semester 
laboratory program integrating analytical, 
inorganic instrumental, organic and physical 
chemical methods and techniques. Projects 
undertaken are problem-solving oriented and 
become increasingly sophisticated during the 
first three semesters of the program. The 
final semester is devoted to an independent 
research project of the student's choice. 

NCH 110 (Modes of Learning) 
Introduction to Chemistry 

Mathematical, conceptual skills for successful 
study of chemistry, particularly useful to students 
with limited backgrounds in mathematics, 
chemistrywho wish to study chemistry and/or the 
biological sciences. Problem-solving, quantita- 
tive relationships inherent in chemical concepts. 
Quizzes, tests, final exam. Prerequisite: high 
school algebra. 

NCH 121 Concepts in Chemistry I 

Principles of modern chemical theory for majors 
in the sciences. Stoichiometry, periodicity, 
atomic structure, chemical bonding, molecular 
geometry; inorganic, organic examples. Physi- 
cal, chemical behavior of gases, liquids. Lab 
largely quantitative. Tests, final exam. Pre- 
requisites: high school chemistry course, three 
years of high school mathematics, or NCH 110 
with a grade of C or better. 

NCH 122 Concepts in Chemistry II 

Principles of modern chemical theory of special 
importance to later work in chemistry, molecular 
biology. Thermodynamics, acid-base chemistry, 
chemical equilibrium, electrochemistry, ki- 
netics, introduction to organic chemistry, bio- 
chemistry. Lab largely quantitative, includes use 
of instrumentation for pH, oxidation-reduction, 
spectrophotometric measurements. Final exam. 
Prerequisite: NCH 121 with grade of C or better. 




NCH 221 Organic Chemistry I 

Prof. Wayne Cuida 

First part of two-course sequence dealing with 
chemistry of carbon-containing compounds. 
Reactions, three-dimensional structure, bonding 
of carbon compounds, particularly hydrocar- 
bons, functional or reactive growth in relation to 
reactivity of organic compounds. Lab on basic 
techniques of organic chemistry, preparation of 
several simple organic compounds. Tests, final 
exam. Prerequisite: NCH 122 with grade of C or 

NCH 222 Organic Chemistry II 

Prof. Wayne Cuida 

Continuationof study of carbon-containing com- 
pounds, proceeding from simpler to more com- 
plex functional groups. Spectroscopic methods 
such as infrared spectroscopy, nuclear magnetic 
resonance spectroscopy. Lab on preparation of 
several organiccompounds, qualitative methods 
for determination of unknown organic sub- 
stances. Tests, final exam. Prerequisite: NCH 221 
with grade of C or better. 

NCH 320 Analytical Chemistry 

Prof. Richard Neithamer 

Modern analytical separations, measurements, 
gravimetric, volumetric, instrumental tech- 
niques; acid-base redox, solubility, complex ion 
equilibria; theirapplicationtoanalysis. Labisfirst 
semester of integrated Advanced Laboratory I. 
Tests, final exam. Prerequisites: NCH 221-222 
with grade of C or better, and NMA 131-132. De- 
signed for Junior chemistry majors. 

NCH 325 Physical Chemistry I 

Prof. Reggie Hudson 

Ideal, non-ideal gases; kinetic moleculartheory; 
three laws of thermodynamics; free energy, 
chemical equilibrium; liquids, simple phase 
equilibria; heterogeneous equilibrium; solu- 
tionsof electrolytes, non-electrolytes; colligative 
properties; electrochemistry, chemical kinetics. 
Lab is second semester of integrated Advanced 
Laboratory I. Tests, final exam. Prerequisites: 
NCH 221-222, NCH 320, NMA 131-132, NPH 141- 
142. For Junior chemistry majors. 

NCH 327 Physical Chemistry I: 
Non-Laboratory Prof. Reggie Hudson 

Ideal, non-ideal gases; kinetic moleculartheory; 
laws of thermodynamics; free energy, chemical 

equilibrium; liquids, simple phase equilibria; 
heterogeneous equilibrium; solutions of elec- 
trolytes, non-electrolytes; colligative properties; 
electrochemistry, chemical kinetics. Tests, final 
exam, term paper. Prerequisites: NCH 221-222, 
NMA 131-132, NPH 141-142. NCH 320 strongly 
recommended. For Junior, Senior majors in sci- 
ences other than chemistry. 

NCH 420 Physical Chemistry II 

Prof. Reggie Hudson 

Theoretical physical chemical concepts as basis 
of modern theory of chemical bonding, struc- 
ture. Wave mechanics, atomic and molecular 
structure, chemical bonding, spectroscopy, sta- 
tistical thermodynamics. Lab is first semester of 
integrated Advanced Laboratory II. Tests, final 
exam. Prerequisites: NCH 325. For Senior 
chemistry majors. 

NCH 422 Advanced Organic Chemistry 

Prof. Wayne Cuida 

Structured elucidation of complex organic mole- 
cules via infrared, ultraviolet, nuclear magnetic 
resonance spectroscopy and mass spectrometry, 
advanced synthetic methods, elucidation of reac- 
tion mechanism, stereo chemistry, molecular re- 
arrangements, organometallic chemistry. Tests, 
final exam. Prerequisites: NCH 222, NCH 420. 

NCH 424 Advanced Inorganic Chemistry 

Prof. Richard Neithamer 

Electronic structure, periodic properties of the 
atom; theories, properties of covalent bond; 
stereochemistry in inorganic molecules; inorga- 
nic solid state; acid-base chemistry; coordina- 
tion, organometallic chemistry; application of 
thermodynamics to inorganic systems, inorganic 
reaction mechanisms, non-aqueous solvents, 
boron hydride chemistry. Reading, problem as- 
signments for each class period. Lab is second 
semester of integrated Advanced Laboratory II. 
Three exams. Prerequisite: NCH 420. For Senior 
chemistry majors. 

NCH 425 Biochemistry Prof. Wayne Cuida 

Molecular basis of life, chemical processes which 
occur in living cells, molecular components of 
cells, metabolic pathways involved in generation 
of phosphate bond energy, biosynthetic path- 
ways which utilize phosphate bond energy. 
Tests, final exam. Prerequisite: NCH 222 with 
grade of C or better. 


Chemistry — Comparative Literature — Composition — Creative Writing 

NCH 428 Chemistry Seminar 
(2-year sequence) 

Series of papers, discussions on topics in chemis- 
try, related subjects. Bimonthly meetings with 
student, faculty, visitor participation. Junior, 
Senior chemistry majors present one or two pap- 
ers a year. One course credit on satisfactory com- 
pletion of the two years of participation. 

NCH 499 Independent Research — Thesis 

Chemistry majors who have demonstrated supe- 
rior ability in the field may be invited to do in- 
dependent research with a member of the chem- 
istry staff during their Senior year. The student 
will be responsible for submitting a proposal of 
the research planned, carrying out the work, writ- 
ing a thesis reporting the findings of the research 
and defending the thesis before a thesis com- 

NVS 484 Toward the Year 2000 

For description see VALUES SEQUENCE COLLO- 

COLLOQUIA, see Values Sequence 


Comparative literature is an interdisciplinary 
approach to literature. Students declare three 
areas: 1) five courses in a literature (commonly 
English and/or American), 2) three courses in a 
foreign language (such as French, German, or 
Spanish), of which at least two are literature 
courses, and 3) two courses in a second foreign 
language (at any level), or in another discipline 
(such as history, religion, philosophy, etc.), or in 
an approved specialty (world literature in transla- 
tion, myth, the Don Juan tradition, etc.). Students 
should have one course using comparative 
methodology. Linguistics and literary criticism 
are recommended. 


FDN 121, 122, 123 Composition 

Personalized to help students become stronger 
writers; placement levels determined by writing 

sample. One or more composition courses are 
required if initial writing sample does not indicate 
proficient writing (for more complete explana- 
tion of requirement, see page 14.) Clarity, orga- 
nization, logic, content, mechanics, prewriting, 
editing, answering essay questions, developing 
sentences, paragraphs, essays, researching, 
organizing, documenting papers. Writing reg- 
ularly in class, grammar, word study, analysis of 
assignments, discussion, individual confer- 
ences. Midterm, final essays. 

FDN 121 Composition 

First in sequence of composition skills offerings, 
designed to help master the expository essay. 
Structure, techniques, patterns for introductory, 
body, concluding paragraphs, sentence struc- 
ture, vocabulary, stylistic choices. Limit 20. 

FDN 122 Composition 

Second in the composition sequence; study, 
practice, develop ways to explain, inform reader 
about writer's subject. Practicable writing assign- 
ments in description, narration, exposition, 
argumentation; techniques used in models writ- 
ten by skillful writers; writing in and out of class, 
representative of model types. Limit 20. 

FDN 123 Composition 

Third in composition sequence; flexibility of lab 
sessions, workshops, conferences to meet indi- 
vidual need. Concentration on particular skills 
which have not been mastered; improving, 
polishing writing. Personalized writing assign- 
ments for level of achievement. Limit 20. 


The Writing Workshop helps develop serious 
writers — students who think of themselves pri- 
marily as writers and students for whom writing 
will be an important avocation. Students develop 
theircurriculum individually in consultation with 
the Mentor. Course work varies considerably, 
but normally must include at least two workshops 
(selected from offerings in such subjects as poet- 
ry, fiction, playwriting, reviews and journalism) 
and six other courses in literature. Seniors are 
required to complete a thesis or Senior 



Creative Writing — East Asian Area Studies — Economics 

AWW 231 Children's Literature Workshop 

Prof. Peter Meirike 

Reading,writingfiction,verse, exploring possibi- 
lities of children's literature. Students bring their 
own work to class for discussion, evaluation. 
Open to all, preference given to upperclass stu- 
dents. Permission of instructor required. Limit 
15. Offered 1982-83 and alternate years. 

AWW 2/3/427 Fiction Workshop 

Various fictional techniques. Students bring their 
stories, sketches for discussion, review in class. 
Familiarity with current fiction, books about cur- 
rent fiction encouraged. Open to all, preference 
given to upperclass students. Permission of in- 
structor required. Limit 15. 


see Index. 


Aconcentration in East Asian Area Studies may be 
planned through a supervising committee of 
three faculty members. 

CAS 282 East Asian Area Studies 

For description, see AREA STUDIES. 

AWW 2/3/428 Fiction Workshop 

Prof. Sterling Watson 

Fiction writing, emphasis on short story. Stu- 
dents' stories read aloud, discussed in class. 
Familiarity with varieties of fiction, primary 
sources for commentary. Writing, rewriting, cri- 
tical principles, development of works through 
several phases of composition from "dynamiting 
to diamond cutting." Students may take this 
course more than once. Permission of instructor 

AWW 2/3/429 Poetry Workshop 

Forms and techniques in poetry. Students submit 
their poems for discussion, review. Familiarity 
with current poetry magazines encouraged. 
Open to all, preference given upperclass stu- 
dents. Permission of instructor required. 

AWW 331 One-Act Play Workshop 

Prof. Sterling Watson 
Reading, writing one-act plays, short drama. At 
least 25 short plays, including traditional and ex- 
perimental forms. Each student will write at least 
five plays, some of which will be read, discussed 
inclass. Productionof original playsencouraged. 
Permission of instructor required. Limit 15. 

AVS 382 Poetry and Values in Contemporary 

For descriptions see VALUES SEQUENCE COL- 


In addition to the collegial requirements of statis- 
tics and two modes of learning courses, students 
majoring in economics are required to take a 
minimum of eight economics courses and Calcu- 
lus I. All students will take Principlesof Microeco- 
nomics, Principles of Macroeconomics, Interme- 
diate Microeconomics, Intermediate Macroeco- 
nomics and History of Economic Thought. In ad- 
dition, students will chooseelectivesfrom a list of 
approved courses. Independent study courses 
supervised by the economics faculty can count as 
economics electives. 

BEC 281 Principles of Microeconomics 

Profs. Tom Oberhofer, 
Peter Hammerschmldt 
Principles of price theory, their application. Op- 
eration of market system illustrated with exam- 
ples of recent farm and energy problems. Indust- 
rial structure, pricing of output under different 
competitive structures. One-hour tests, final 
exam. Required of all students majoring in eco- 

BEC 282 Principles of Macroeconomics 

Profs. Tom Oberhofer, 
Peter Hammerschmldt 
National income determination theory. Analysis 
of national income, role of federal government in 
maintaining high level of income, employment 
without inflation, monetary, fiscal policy. Model 
of economy developed, used to study recent 
problems of inflation, recession, balance of pay- 
ments deficits. Tests, final exam. Required of all 
students majoring in economics. 


Economics — Education 

BEC 381 Intermediate Microeconomics 

Continuation of Principles of Microeconomics. 
Theoretical basis for consumer demand theory; 
empirical, methodological problems in oper- 
ationalizing demand theory; pricing, output de- 
cisions of industries, firms using simple mathe- 
matical, geometric models; price, output adjust- 
ments firms, industries make when confronted 
with initial disequilibrium situations. Three one- 
hourtests, final exam. Prerequisite: BEC281. Re- 
quired for all students majoring in economics. 

BEC 382 Intermediate Macroeconomics 

Prof. Tom Oberhofer 

Basic determinants of aggregate demand, supply. 
National income accounts; static analysis of ag- 
gregate market for goods, services using Key- 
nesian and neo-classical approaches; applica- 
tions of macro theory to problems of domestic 
stabilization, balance of payments. Tests, paper, 
final exam. Prerequisites: BEC 282, BCM 260. 

BEC 384 Managerial Economics 

Prof. Peter Hammerschmidt 

Applying theoretical economics to problems of 
private business managers. Using economic 
tools in resolving problems. Primarily for stu- 
dents majoring in management, but any econo- 
mics studentwill benefitfrom the course. Home- 
work, exams. Prerequisite: BEC 281 or permis- 
sion of instructor. 

BEC 386 Money and Banking 

Prof. Peter Hammerschmidt 

Structure of commercial banking in U.S., how 
structure evolved; functions banks perform in 
today's modern market economy; monetary 
theory; understanding money economy. Pri- 
marily for students majoring in economics, or 
management with an economics emphasis. Pre- 
requisite: BES 282. 

BEC 388 Economic Development 

Prof. Tom Oberhofer 

Problems faced by economically developing 
countries: factors contributing to or retarding 
economic development; how domestic, interna- 
tional resources can be utilized in pursuit of de- 
velopment goals. Cultural, political, economic 
aspects of development. Paper, exams. Pre- 
requisite: BEC 281 or 282. 

BEC 389 Natural Resource and 
Environmental Economics 

Prof. Peter Hammerschmidt 

Physical environmental problems due to market 
failure (externalities) associated with population 
growth, economic growth, exploitation of 
natural resources. Benefit-cost analysis, cost-ef- 
fective analysis to help correct problem of re- 
source misallocation, environmental degrada- 
tion. In-class exams, paper or project on contem- 
porary environmental or natural resource prob- 
lem. Prerequisite: BEC 281. 

BEC 484 Public Finance 

Prof. Tom Oberhofer 

Fiscal operations of federal, state, local govern- 
ments; major components of American tax sys- 
tem (income, sales, property, social security); 
expenditurepatternsforall levels of government. 
Fiscal relations between different levels of gov- 
ernment, revenue sharing, distributional impact 
of fiscal system, policy options available to gov- 
ernment for dealing with poverty, education, 
economic growth. Tests, paper, final exam. Pre- 
requisites: BEC 281 or 282, BCM 260. 

BEC 486 The History of Economic Thought 

Prof. Peter Hammerschmidt 

Primary writings, works, social, historical en- 
vironment of major economic theorists since 
Adam Smith: Smith, Ricardo, Malthus, Bentham, 
Say, Senior, Mill, Durkheim, Marx, Weber, Veb- 
len, Keynes, others. Paper on specific author, 
midterm, final exam. Prerequisite: BEC 281. 

BVS 430 The Social (Economic) Construction 
of Reality 

For description see VALUES SEQUENCE COLLO- 


The Director of Teacher Education is responsible 
for all programs approved by the Florida State 
Department of Education. Students considering 
teaching as a possible profession or Education as 
a field of study should contact the Director of 
Teacher Education in the Creative Arts Col- 
legium, and request a copy of The Education Stu- 
dent Handbook. The handbook outlines all guide- 
lines and requirements for teacher certification 





Elementary Education 

The Elementary Education major requires a mini- 
mum of 15 courses in general education, with not 
fewer than two courses and not more than four 
courses earned in each of the five following 
areas: communication (two to four courses), hu- 
man adjustment (four courses), biological sci- 
ences, physical sciences and mathematics (two 
courses), social sciences (two to four courses), 
humanities and applied arts (four courses to in- 
clude one in art, one in music, one in leisure 
recreation/movement). The major also requires 
seven courses and one winter term of profes- 
sional preparation. Each student will be expected 
to have a period of intensive study off campus in a 
culture other than his/her own. Students major- 
ing in Elementary Education must meet all re- 
quirements stated in The Education Student Hand- 

Secondary Education 

Eckerd college has approved programs for Sec- 
ondary Education in Art (K-12), Biology (7-12), 
English (7-12), French (7-12), German (7-12), His- 
tory (7-12), Mathematics (7-12), Music (K-12), Psy- 
chology (7-12), Social Studies (7-12) and Spanish 
(7-12). The 7-12 certification programs include 
completion of six courses in professional educa- 
tion and sufficient required courses to qualify for 
a major in the content area. For K-12 certification 
in Art and Music the student must complete the 
aforementioned program and one course in Ele- 
mentary Education Methods. Students seeking 
secondary certification must meet all require- 
ments stated in The Education Student Handbook. 

Early Childhood Certification 

Students may wish to add Early Childhood Educa- 
tion certification to the Elementary Education ma- 
jor. This would require completion of major re- 
quirements as well as two courses in Early Child- 
hood Education. 

Child Development 

The Child Development concentration is de- 
signed for those students who wish to work with 
childrenoutsidethe public school classroom. Stu- 
dents selecting this concentration are not certi- 
fied by the State of Florida as classroom teachers. 
Instead the concentration focuses on an excel- 
lent background in the liberal arts, child develop- 
ment and psychology to prepare students for a 
variety of child centered careers. The Child De- 
velopment concentration includes: (1) the basic 
core (Development ofthe Young Child, The Crea- 
tive Process, The Family, Observational Method- 

ologies, Seminar in Child Development Re- 
search, Statistics, Adolescent Psychology, De- 
velopmental Psychology, Educationof the Young 
Child, and Practicum and Seminar in Child Ser- 
vices), (2) an area of emphasis, (3) an internship, 
(4) a comprehensive examination, thesis or pro- 
ject, and (5) a winter term in Child Development. 
The area of emphasis (No. 2 above) includes at 
least five courses that correspond to the student's 
longrangeprofessionalgoals, i.e., historyorpoli- 
tical science correspond to interest in child advo- 
cacy or educational law; literature corresponds 
to children's librarianship; creative writing 
corresponds to children's authorship and 

AED 113 (Modes of Learning) 
The Creative Process 

Prof. Richard Bredenberg 

Learning-by-doing: creative problem solving, 
awareness of own creative processes, nurturing 
personal creativity, helping to foster it in others. 
Practice problems representative of those en- 
countered in academic studies and environment, 
work, the larger community. Final exam. 

AED 118 (Modes of Learning) 
Development of the Young Child 

Prof. Molly Ransbury 

Growth of child from infancy to age six; biologic- 
al, familial, cultural influences; design of out- 
standing early education practices. Students 
observe one child with attention to individual 
differences including birth order, sensory stimu- 
lation and deprivation, sex, race, social class In 
relation to intellectual functioning, socialization 
patterns, aptitudes. Investigative paper, creative 
project, two exams. 

AED 1 1 9 (Modes of Learning) 
Environments of Learning 

Prof. Richard Bredenberg 

Formal, informal learning environments; how 
learners learn, howteachers teach; schools (pub- 
lic, private, traditional, innovative); other learn- 
ing centers (libraries, museums, galleries, sci- 
ence centers, business places, correctional insti- 
tutions, churches); programs (for handicapped, 
gifted, average, child, adult, aged). Appraising 
teaching, managerial skills of programs in rela- 
tion to learning theory. Six field trips. Each stu- 
dent researches one program in depth, partici- 
pating as para-professional for40 hours. Journal, 
two exams. Offered 1981-82 and alternate years. 



AED 203 Education of the Young Child 

Prof. Molly Ransbury 

Development, implementation of optimum 
learning environment for children. Theorists 
such as Piaget, Steiner, Froebel, Kohlberg. Plan- 
ning learning environments that foster physical, 
intellectual, spiritual development. Students 
posit political, psychological, sociocultural 
theory of education, design instructional model. 
Prerequisite: AED 118. 

AED/APS 207 Group Dynamics 

Prof. Kathryn Watson 

Theories of group process, laboratory ap- 
proaches to group study, primary observation, 
analysis of small groups. Transitional stages of 
groups, individual roles within groups, lead- 
ership styles, other factors related to functioning, 
malfunctioning of groups. Midterm exam, three 
short papers. 

AED 322 Methods of Teaching Reading 

Prof. Molly Ransbury 

Theory of reading; practice in recognizing, di- 
agnosing reading problems. Developing com- 
petency in evaluating pre-reading skills through 
series of seminars, one-to-one experiences with 
children; decoding, comprehension reference, 
study skills. Analysis of case study, development 
of individualized program design, implementa- 
tion of reading activities in public schools; oral 
presentation about instructional considerations 
for working with exceptional child. Final exam. 

AED 323 Observation Methodologies 

Prof. Kathryn Watson 

Observation, a fundamental way to learn about 
children, their interactions with environment, 
people, has aided researchers in establishing 
norms of growth, behavior; provided primary 
data to build developmental theories. Process, 
techniques for data collection from infancy to 
adolescence; formulating, testing hypotheses of 
human development. Direct observation, inter- 
view techniques, content analysis: diary, speci- 
men descriptions; time, event sampling; trait rat- 
ing, life setting descriptions. Two exams. Prere- 
quisites: BPS 112, BPS 300 or AED 118. 

AED 350 (Directed Study) 

Introduction to the Education of Exceptional 


Prof. Molly Ransbury 

Survey of field of education of exceptional chil- 
dren; nature, needs of children with specific 
physical, mental, emotional exceptionalities. 
Students participate in school-based exceptional 
child program. Three short papers, each focusing 
on different exceptionality; research paper, final 

AED/IED 351 (Directed Study) 
British Innovative Education 

Prof. Molly Ransbury 

For description see lED 351 under London 

AED 401 Elementary Education Methods I 

Prof. Kathryn Watson 

Theory, practical application of methodologies of 
academic instruction. Seminars, individual con- 
ferences, observations, experiences with chil- 
dren; explore, plan, evaluate approaches to 
teaching. Tutoring journal, designing education- 
al materials for classroom use, midterm, final 

AED/APS 421 Psychology for Education 

Prof. Molly Ransbury 

Psychological foundations of education; applied 
aspects of major approaches to educational 
psychology: behavioral, humanistic, cognitive; 
applications of these approaches to develop- 
ment, learning, testing, management. Two ex- 
ams, research project, text case studies. Permis- 
sion of instructor required. 

AED 422/3/4 

Professional Elementary Education 

Profs. Molly Ransbury, Kathryn Watson 

Professional semester for Elementary Education 
interns. Participation in all phases of elementary 
school operation. Interns practice teaching skills 
at primary, intermediate levels in open space, 
self-contained, team-teaching methods of class- 
room organization. Direct study with school 
principal, social worker, guidance counselor, 
learning resources director, language arts spe- 



Education — Environmental Studies — Finance 

cialist, art, music, physical education teachers. 
Prerequisites: admission to Teacher Education 
program, successful completion of all courses 
for Elementary Education certification except 
AVS 364. 

AED 431 Secondary Education Methods 

Prof. Richard Bredenberg 

Experience in theory, practice of instructional 
methodologies. Working with public school 
teacher for ten hours perweek for one semester, 
assisting in individualized instruction, tutoring 
small groups, teaching micro-lessons. Written 
self-appraisal as candidate for teaching profes- 
sion, written evaluation by public school direct- 
ing teacher. Prerequisite: admission to Teacher 
Education program. 

AED 435/6/7 Professional Education 

Prof. Richard Bredenberg 

First part of semester includes experiences in 
classroom teaching: audio-visual materials, ap- 
plications of learning theory to classroom, special 
methods of teaching, knowledge of operation of 
public schools, recent innovations in education; 
followed by nine weeks, student teaching, 
assuming full responsibility. Prerequisites: BPS 
112, AED 431, admission to Teacher Education 

AVS 364 The School: Locus of Culture and 

AVS 484 Issues in Education 

For descriptions see VALUES SEQUENCE 


For description see page 10. 

especially pertinent to the Environmental Stu- 
dies. These include: Invertebrate Zoology, 
Botany, Ecology, Advanced Topics in Ecology, 
Chemistry I and II, Statistics, Precalculus Skills, 
Computer Programming, Social Psychology and 
Cultural Anthropology. For either a B.A. or B.S. 
degree, students will ordinarily beexpectedtodo 
a Senior thesis concerning some aspect of the 
local environment. Additional supporting 
courses in the Natural and/or Behavioral Sciences 
will be recommended depending upon the spe- 
cific direction a student wishes to take. 

Students may obtain emphasis in Earth Sciences 
by selecting courses in geology, oceanography 
and astronomy along with a broad selection of 
courses in chemistry, biology and physics and 
specific in-depth study in one of the disciplines of 
theNatural Sciences. Thestudentprogram will be 
under the guidance and approval of a Faculty 
Supervisory Committee. 

Refer to the following course descriptions related 
to the Environmental Studies/Earth Sciences ma- 

Plant Biology 

Marine Invertebrate Biology 

General and Aquatic Ecology 

Biology of Marine Vertebrates 

Advanced Topics in Ecology 



The Oceans and Man 

Ecology, Evolution and Natural 


Concepts in Chemistry I 

Concepts in Chemistry II 

Fundamental Physics I 

Fundamental Physics II 

Computer Algorithms and 


Statistics, an Introduction 

Social Psychology 

Other cou rses to be an nou need : Meteorology and 
Climatology, Paleontology, Geography, Cultural 












NCM 205 

NCM 207 













NCM 113 

NMA 114 




A student may plan an Environmental Studies pro- 
gram which will fit individual needs under the 
guidance and approval of a faculty supervisory 
committee. Several particular areas of study are 

A finance concentration may be elected by a stu- 
dent as a skill area within the management major. 
Students electing finance as a skill area within the 
management major must meet requirements for 
the Management programs. See MANAGEMENT 
for descriptions of those requirements and 





For a major in French, eight courses beyond 
elementary French are required, and students 
may choose from among the following offerings: 
Intermediate French t and II, Introduction to 
French Literature, Advanced Conversational 
French, Advanced Composition and Grammar, 
Survey of French Literature to 1600, The Classical 
Theatre, Eighteenth Century French Literature, 
Nineteenth Century French Literature, Twentieth 
Century French Literature, and French Area Stu- 
dies. Supportingwork in otherareas is advisable. 
Study abroad duringthejunioryearin Avignon at 
the Institute for American Universities (with 
which Eckerd is affiliated) is strongly recom- 

LFR 301 Introduction to French Literature I 

Prof. Rejane Genz 

Furthering knowledge of French language 
through literature. Not a survey of literature; 
most plays, novels by contemporary writers: 
Gide, Mauriac, Camus, Saint-Exupery, lonesco, 
etc. Class meetings consist entirely of discus- 
sions; participation an important factor. Journal, 
final exam. Prerequisite: third year proficiency in 

LFR 320 Advanced Conversational French 

Prof. Rejane Genz 

Colloquial French, with students suggesting 
topics of conversation. Articles in French maga- 
zines, handling all types of correspondence in 
French, writing newspaperarticles. Prerequisite: 
third year proficiency expected ; second year stu- 
dentsadmitted with permissionof instructor. Not 
offered 1981-82. 

CFR/LFR 110 (Modes of Learning) 
CFR/LFR 102 Elementary French 

Profs. Henry Genz, Rejane Genz 

Listening comprehension, speaking, reading, 
writing, methods, techniques used in language 
learning. Class sessions and listening, speaking 
practice laboratory. Prerequisite for 102 is 110 or 

CFR 402 Survey of French Literature to 1600 

Prof. Henry Genz 

Representative medieval. Renaissance works in- 
cluding La Chanson de Roland, Le Roman de la rose, 
selected poems of Villon, Du Bellay and Ronsard, 
Gargantua and Pantagruel, selected essays of 
Montaigne. Oral reports, paper, final exam. 
Taughtin French. Prerequisite: third-yearcollege 
French course. Not offered 1981-82. 

CFR 105 Reading French: A Direct Approach 

Prof. Henry Genz 

For students with little or no previous study of 
French who would like to acquire basic reading 
knowledge in short period. Vocabulary, idioms, 
grammar, extensive practice in translating from 
French to English. Reading project of choice. 
Translation from French to English of research 
articles in majorfield encouraged. Open to those 
with no more than one year of col lege French. Not 
offered 1981-82. 

CFR 201 Intermediate French 
CFR 202 Intermediate French 

Profs. Henry Genz, Rejane Genz 

Reading short stories, essays, novel excerpts by 
outstanding writers; grammar review, lab prac- 
tice, films, simultaneous development of speak- 
ing, oral comprehension, reading, writing. Bi- 
weekly tests, outside project, final exam. Prere- 
quisite: For 201, two courses of college French or 
two years of high school French; for 202, 201 or 

LFR 405 Twentieth Century French 
Literature Prof. Rejane Genz 

Works of contemporary French poets, play- 
wrights, novelists, including Valery, Proust, 
Gide, Claudel, Mauriac, Colette, Camus. Discus- 
sions in French. Journal. Prerequisite: third year 
French course or permission of instructor. 
Offered 1981-82 and alternate years. 

LFR 423 Nineteenth Century French 
Literature Prof. Rejane Genz 

Works of most important novelists, poets of the 
period, including Balzac, Stendhal, Flaubert, 
Zola, Baudelaire, Rimbaud, Mallarme. Journal. 
Prerequisite: Normally three years of college 
French or equivalent; any student with good 
reading knowledge of French is eligible. Offered 
in 1982-83 and alternate years. 

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in: '[ 


French — Geography — German 

CFR 429 French Literature of the 

Eighteenth Century Prof. Henry Cenz 

Important literary figures of period including Vol- 
taire, Rousseau, Prevost, Condillac, Buffon, 
Montesquieu. Lectures, discussion, explication 
detextes, oral reports based on outside readings. 
Paper, nnidterm, final exam. Taught in French. 
Prerequisite: 18 semester hours of col lege French 
or equivalent. 


A student who wishes to major in German lan- 
guageand literature must completeeight courses 
in that subject beyond elementary German. The 
student must also complete a reading list of major 
German authors or works not covered by course 
offerings. Study abroad is strongly recom- 

CFR 432 Classical Theatre 

Prof. Henry Cenz 

Plays of Corneille, Racine, Moliere. Explication 
detextes; oral, written reports. Paper, final exam. 
Prerequisite: 18semesterhoursof college French 
or equivalent. Taught in French. Not offered in 

LAS/LLI 231 Modern French Culture Through 

For description see LITERATURE. 

CAS 284 French Area Studies 

For description, see AREA STUDIES. 


CGE 250 (Directed Study) 

Geography Prof. Dudley DeCroot 

Basic concepts, theories, substantive material of 
modern geography. Relationship between mate- 
rial environment, human cultural systems. Series 
of exercises, map work, reading notebook. 

CGE 350 (Directed Study) 
World Regional Geography 

Prof. Dudley DeCroot 

Relationship of human activities to natural en- 
vironment on world wide basis; relationship be- 
tween such geographic variables as soils, land 
forms, climate, vegetables, minerals, cultural sys- 
tems of different areas of world. Series of short 
problem papers, compilation of glossary, reading 

CGR 110 (Modes of Learning) 
CGR 102 Elementary German 

Prof. Kenneth Keeton 

Language through films discussed by method 
appropriate to need, learning habits: patterning 
or grammatical analysis. Will enable student to 
function in German-speaking country, pursue 
further study of language, literature. Films sup- 
plemented by reading. Quizzes, final oral/written 
exam. Prerequisite for 102 is 110 or equivalent. 

CGR 150/151 (Directed Study) 
Programmed Elementary German I, II 

CGR 250/251 (Directed Study) 
Grammar Review/Intermediate German 

Prof. Kenneth Keeton 

Programmed course allows student with lan- 
guage aptitude to move at own pace. Grammar, 
speech, texts, tapes. Weekly quizzes, final oral/ 
written exam. 

CGR 201/202 Intermediate German 
Through Film III, IV Prof. Kenneth Keeton 

Filmed episodes (26) provide basis for structural 
study of language, continued development of 
basic skills through use of German in class discus- 
sion. Films produced in Germany offer introduc- 
tion to German culture, life-styles, native lan- 
guage models; reading text, reviewing grammar. 
Quizzes, oral/written assignments. Prere- 
quisites: 110/102 for 201 ; 201 for 202. 

CGR 301/302 Introduction to German 
Literature and Life Prof. Kenneth Keeton 

Contemporary German literature, life. Readings 
chosen according to student ability, interest. 
Modern fiction, magazines. Prerequisite: 202 or 


For description see page 25. 


German — Hebrew — History 

CGR/CLI 304 The Novels of 

Hermann Hesse Prof. Kenneth Keeton 

Novels of Hermann Hesse in German for German 
credit; or in translation. Class discussion led by 
students, individual students as resource per- 
sons for particular novels. Final comparative term 
paper, and/or take-home final exam. Offered in 

CHE 301/302 Advanced Modern Hebrew 

Rabbi Morris Chapman 

In depth studyof fine points of Hebrew grammar, 
idiomatic oral expression. Emphasis on indi- 
vidual's special area, interest. Prerequisite: 202 or 
permission of instructor. 

CGR 350 (Directed Study) 

German Phonetics Prof. Kenneth Keeton 

Directed study through text, tapes by native 
speakers; required for future teachers of Ger- 
man. Phonetic alphabet, speech patterning, in- 
flection of High German through written, oral 
example. Final exam: oral, written transcription 
from Roman script to phonetics, phonetics to 

CGR/CLI 351 (Directed Study) 
Life and Works of Franz Kafka 

Prof. Kenneth Keeton 

Major short stories, three novels, two volumes of 
diaries of Franz Kafka may be taken in either Ger- 
man or English. Biographical material, selected 
critical readings. Weekly discussions, assign- 
ments in writing, term paper. Prerequisite: none 
for English; advanced standing for German. 

CAS/CLI 235 German Culture 
Through Literature 

For description see LITERATURE 


CHE 101/102 Introduction to Modern 
Hebrew Rabbi Morris Chapman 

Introductory conversation, reading, composi- 
tion, grammar. Comprehending written, oral 
Hebrew. Prerequisite: permission of instructor. 

CHE 201/202 Intermediate Modern 
Hebrew Rabbi Morris Chapman 

More intensive approach to conversational Heb- 
rew, appreciation of Jewish concepts. Special 
attention to individual needs. Prerequisite: 102or 
permission of instructor. 


Students majoring in history will take a minimum 
of eight courses and one winter term project in 
history. At least three courses must be in Euro- 
pean history and at least three courses must be in 
U.S. history. The comprehensive examination 
will be an integrative examination covering the 
work offered for the major and will require stu- 
dents to demonstrate competence in histori- 
ographical skills and knowledge. Students who 
have demonstrated their proficiency in history 
may be invited to write a Senior thesis in place of 
the comprehensive examination. 

LHI 111 (Modes of Learning) 

The Nature of History: World War II 

Prof. William Wilbur 

Kinds of questions historians ask, materials they 
utilize, historical approaches, philosophical 
issues. Critical thinking, growth of historical 
understanding through analysis of era of World 
War II. Origins, course, consequencesof thewar 
through readings, discussions, lectures, films, 
focusing on important historical problems rather 
than general coverage of the war. Three short 

CHI 113 (Modes of Learning) 
Revolutions in the Modern World 

Prof. William Parsons 

Revolution in modern world from three perspec- 
tives: idiographic phenomenon with an in-depth 
examination of French, Russian Revolutions; 
comparative study; leadership, with particular 
emphasis on Mao Tse-Tung's role in Chinese 
revolution. Three short papers, medium length 
research paperon a revolution, orsome aspect of 
revolution not dealt with by entire class. Two 
one-hour exams. 




CHI 114 (Modes of Learning) 

Global History Prof. William Parsons 

Overview of history of humankind from emer- 
gence of major Eurasian civilizations to present. 
Cultural diffusion, interaction of cultures as de- 
veloped by historian William McNeill. Reasons 
for rise of West, interaction of Western ideas, 
institutions with rest of world since 1500. Book 
review, research paper, two one-hour exams, 
final exam. Not offered in 1981-82. 

LHI 116 Your Family in American History 
LHI 150 (Directed Study) 

Prof. William McKee 

History of student's own family within context of 
American history, development of American 
communities, migrations of peoples, the depres- 
sion. World War II, post-war American society; 
meaning of American Dream to different genera- 
tions. Research in family records, interviews with 
family members, background reading in recent 
American social history. Several preliminary pap- 
ers, majorpaperon history of family. Not offered 
in 1981-82. 

LH I/LAS 202 Europe in Transition: 1300-1815 

Prof. William Wilbur 

Examination of medieval roots of modern Euro- 
pean cultures, contributions of Renaissance, 
Reformation, economic and geographical expan- 
sion of Europe, scientific revolution. Enlighten- 
ment, French, Industrial Revolutions to modern 
Europe. Short oral/written reports, two exams. 

LH I/CAS 203 The Foundations of 
Contemporary Europe: 1815-1945 

Prof. William Wilbur 

European nationalism, liberalism, industrial 
revolution, rise of mass democracy, modern po- 
litical parties, Marxism and class conflict, nature 
of "new" imperialism. World War I, its conse- 
quences, Russian Revolution, the depression, 
rise of totalitarian dictatorships; intellectual de- 
velopments such as Romanticism, Social Darwin- 
ism, existentialism, Freudian psychology, their 
historical context, impact on Western society. 
Oral/written reports, midterm test, final exam. 

LHI 223 History of the United States to 1877 

Prof. William McKee 

History of United States from the colonial begin- 
nings to aftermath of Civil War. Colonial founda- 
tions of American society, culture, American 
Revolution, development of democratic society. 

slavery. Civil War, Reconstruction; various inter- 
pretations of American experience, reading 
widely in historical literature. Papers, midterm, 
final exam. 

LHI 224 History of the United States 

Since 1877 Prof. Carolyn Johnston 

Transformation of United States during past cen- 
tury from agrarian to industrial nation. Impact of 
industrial revolution, urbanization, rise to world 
power, maturing of American capitalism. New 
Deal, world war, cold war, recent developments 
in American society. Social, cultural develop- 
ments, political, economic history, reading wide- 
ly in history of period. Papers, midterm, final 

LHI 240 History of England to 1714 
LHI/IHI 250 (Directed Study) 

Prof. William Wilbur 

History of England from Roman occupation to 
accession of George I; significance for Amer- 
icans. Sources of English history, gradual unifica- 
tion after collapse of Roman rule, Norman Con- 
quest and feudalism, growth of common law, rise 
of Parliament, Tudor revolution, Anglican 
Reformation, revolutions in 17th century, 
triumph of parliamentary oligarchy. Papers, mid- 
term, final exam. Not offered 1981-82. 

LHI 241 History of Modern Britain 

Since 1714 

LHI/IHI 251 (Directed Study) 

Prof. William Wilbur 

Development of modern Britain from accession 
of George I to modern times. Industrial Revolu- 
tion, world's largest empire, cabinet system of 
government, transformation from agrarian oli- 
garchy to industrial democracy, welfare state, 
loss of imperial power. Papers, midterm, final 
exam. Prerequisite: LHI 240 or permission of 

CHI/CAS 241 The Rise of Russia 

Prof. William Parsons 

Evolution of Russian state, society from origins in 
ninth century to 1801. External factors: Byzan- 
tium, Mongol Invasion, conflicts with Germans, 
Poles, Swedes, influence of West; development 
of uniquely Russian civilization. Russian, Soviet 
historians interpretations of past. Oral/written re- 
ports, final exam. 



CHI 242 Modern Russia and the 

Soviet Union Prof. William Parsons 

Russiain nineteenth, twentieth centuries: Imper- 
ial Russia; Russian revolutionary tradition; 
continuity, change in Russia; Soviet history; 
Soviet Union as totalitarian society, as world 
power. Papers, final exam. Notoffered in1981-82. 

CHI 243 Cultural History of Russia 

Prof. William Parsons 

Cultural epochs in Russian history: Kievan, 
Muscovite, Russian culture as part of European- 
ization initiated by Peter the Great and his suc- 
cessors. Golden Age of Russian culture in nine- 
teenth century, revolutionary culture, Sovietatti- 
tudes toward culture following revolution. Pap- 
ers, final exam. Permission of instructor required 
for Freshmen. Not offered 1981-82. 

LHI 248 History and Appreciation of Modern 
Painting Prof. Keith Irwin 

European painting from Cezanne through World 
War II. Progress, fluctuations in painting, rela- 
tionships of art with larger events of period; 
various schools, institutional groupings of 
artists; analyzing, appreciating painting; lives, 
personalitiesof painters. Permission of instructor 
required for Freshmen. Offered 1982-83 and 
alternate years. 

ery. Reconstruction, Industrial Revolution, New 
Deal. Paper on each topic based on assigned 
readings, final exam. 

LHI 281 History of Canada Since the 
French Settlement Prof. William Wilbur 

Process by which Canada developed from few 
scattered colonies into independent nation 
based on two linguistic, cultural groups, French 
and English. Differences from American experi- 
ence, focusing on political, economic, social, re- 
ligious cultural forces which shaped Canadian 
society. Films, audio-visuals. Oral/written re- 
ports, final exam. Not offered 1981-82. 

LHI 301 The Growth of the American 
Industrial Economy Prof. William McKee 

Historical examination of growth of American in- 
dustrial economy since early nineteenth century. 
Beginnings of national economic growth, indus- 
trial revolution, resulting transformation of 
American society, role of entrepreneur, rise of 
corporation, consolidation of business, develop- 
ment of business thought, responses to indus- 
trialization, development of organized labor, 
evolution of public economic policy from Pro- 
gressive Movement through New Deal to pre- 
sent, development of present mixed economy, 
prospects forfuture of American capitalism. Pap- 
ers, research project, midterm, final exam. 

CHI 150 (Directed Study) Japanese 

Cultural History Prof. Gilbert Johnston 

Japanese culture using historical approach; con- 
siderably more detail than in East AsianArea stud- 
ies. Aspects of culture: art, religion, literature, 
dominant values, political structures. Modern 
Japan; unique values, cultural patterns of past. 
Papers, longerexamination paperatend. CAS 282 
is recommended as prerequisite. 

LHI/IHI 252 (Directed Study) 

History of London Prof. William Wilbur 

For description see IHI 252 under London 

LHI 302 Modern European Economic 
History: Economic Growth, 
Industrialization and Economic Integration, 
1850-1970 Prof. William Wilbur 

Comparative study of economic growth in indus- 
trial Europe, relationships of economic, political 
change; managerial styles in public, private sec- 
tors; development of social welfare legislation; 
economic planning; effort to integrate European 
economy through European economiccommun- 
ity. Comparisons with underdeveloped areas. 
Oral/written reports on problems, countries; two 
one-hour exams. Not offered 1981-82. 

LHI 253 (Directed Study) 

United States History Prof. William McKee 

Historical development of democratic civiliza- 
tion in U.S. Social, economic, political develop- 
mentssignificant in shapingcontemporary Amer- 
ican society: colonial foundations, American 
revolution, nineteenth-century democracy, slav- 


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LHI 321 Women in Modern America: 
The Hand that Cradles the Rock 

Prof. Carolyn Johnston 

Changes in economic, political, legal, cultural 
position of women in America. Feminist theory, 
growth of women's movements, minority 
women, working women, changes in women's 
health, birth control, images of women in litera- 
ture, film. Journals, paper, class presentations. 

LHI 322 The United States as a 

World Power Prof. William McKee 

Role of U.S. in world affairs in twentieth century. 
History of American foreign policy, views of role 
of U.S. in world: imperialism, internationalism, 
isolationism, pacifism, collective security, "New 
Left" anti-imperialism, etc. Recent controversies 
over origin, nature of Cold War. Term paper ex- 
amining views of significant American leader on 
role of U.S. in world affairs. Open to students 
with some previous work in American history or 
political science. Offered 1982-83 and alternate 

LHI 323 From the Flapper to Rosie the 
Riveter: History of Women in the United 
States (1 920-1 945) Prof. Carolyn Johnston 

History of American women and the family. Oral 
history; images of women in popular culture, 
literature; impact of Great Depression, World 
War II on American family. First half of course 
concentrates on primary, secondary readings; 
second half on original research. Research paper. 
Offered 1982-83 and alternate years. 

LHI 341 History and Appreciation of 
Renaissance Art and Architecture 

Prof. Keith Irwin 

Revolution in artistic imagination in thirteenth 
century Italy profoundly conditioning art of 
West: art, architecture of medieval renaissance 
periods in western Europe, character of change in 
vision, artistic product. Films, slides. Papers, 
exam. Permission of instructor required for 

LHI 345 American Social and Intellectual 
History I Prof. William McKee 

History of American thought, culture, social in- 
stitutions from colonial period to 1865. Thought 
of Puritanism, Enlightenment, nineteenth cen- 
tury democracy; slavery, racism as contradictions 
to prevailing democratic culture, pro-slavery, 

anti-slavery literature. Advanced level course, 
some previous college work in American history 
assumed. Offered 1981-82 and alternate years. 

LHI 346 American Social and Intellectual 
History II Prof. William McKee 

History of American thought, culture, social in- 
stitutions from 1865 to present. Impact on Amer- 
ican thought of Darwinism, industrialism; Pro- 
gressive Movement; crisisof liberal democracy in 
twentieth century. Two one-hour tests, term 
paper, final exam. Advanced level course, some 
previous college work in American history 
assumed. Offered 1981-82 and alternate years. 

LHI 348 The New Deal Prof. William McKee 

America during 1930s: impact of depression on 
American life, contributions of New Deal. Thesis 
that depression marked watershed in recent 
American history. New Deal established basis for 
contemporary democratic consensus, outlines of 
liberal capitalisticwelfare state examined. Papers 
on common reading, major research paper or 
project. Not open to Freshmen. Offered 1982-83 
and alternate years. 

LHI 350 (Directed Study) History of the 
British Empire-Commonwealth Since 

1 783 Prof. William Wilbur 

"Second" British Empire, period since loss of Brit- 
ish North American colonies. Causes, nature, 
consequences of British imperial expansion in 
nineteenth century, reasons for collapse of Brit- 
ish power in twentieth century. Four/five writ- 
ten/oral research reports,termpaperon problem 
of student's selection. Prerequisite: college 
course in modern European or British history. 

LHI 351 (Directed Study) 

The Industrial Revolution in America 

Prof. William McKee 

Impact of industrial revolution on American life 
during last three decades of nineteenth century. 
Processes of industrial, economic, social change 
which produced transformation of American 
society, reactions of Americans to these changes. 
Eight papers based on readings. Prerequisite: 
some previous work in American history. 


History — Human Resources 

LHI 352 (Directed Study) The Progressive 
Movement Prof. William McKee 

One of great movements for reform in American 
history: Progressivism as political movement, 
presidential leadership, Progressivism and re- 
form of society, intellectual development in Pro- 
gressive Era. Prerequisite: previous work in 
American history or political science. 

LHI 356 (Directed Study) 

Recent American History: The Historians' 

View of Our Own Times 

Prof. William McKee 

Current trends in interpreting U.S. history since 
World War II. Transformation of American so- 
ciety since 1945, new role, new position of gov- 
ernment, new position of U.S. in world affairs. Six 
papers based on assigned readings. 

CVS 382 One World 

LVS 201 Western Civilization 

LVS 306 American Myths 

LVS 307 Rebels with a Cause: Radicals, 
Reactionaries, and Reformers 

LVS 309 Becoming Visible: Sex, Gender and 
American Culture 

LVS 310 The American Industrial State 

For descriptions see VALUES SEQUENCE COL- 


This is an interdisciplinary major designed to pre- 
pare students for graduate work and/or parapro- 
fessional careers in the helping fields. It has a core 
course program of: Introduction to Human Re- 
sources; Introduction to Psychology or Psychol- 
ogy of Personality; Introduction to Sociology or 
Racial and Cultural Minorities; Developmental 
Psychology or Adolescent Psychology; Statistical 
Methods or Research Design; Personnel Man- 
agement or The Managerial Enterprise; Clinical 
and Counseling Psychology of Behavior Dis- 
ordersorPsychometricTheory; Group Dynamics 
or Organizational Behavior and Leadership. Also 
required are an internship and senior seminar; 
work in a creative or expressive field; a winter 
term in the helping relations; and a senior pro- 
ject, thesis or comprehensive examination. Stu- 
dents in this major choose one of the following 
tracks for emphasis: mental health; leisure and 

recreation studies; drug abuse counseling; 
youth services. Specific additional courses are 
required for each track. Other individual tracks 
may be designed. 

AHR 201 Introduction to Human Resources 

Prof. Thomas West 

Introduction to Human Resources major; inter- 
disciplinary, experiential approach to crisis, pas- 
sage points in life. Intervention approaches: in- 
terviewing, first level counseling, perceptions of 
problems, support programs, value orientation, 
intuitive, analytical approach. Introduction to 
tracks in youth services, drug abuse counseling, 
mental health, leisure/ recreation, gerontology/ 
applied sociology, humanistic psychology. Field 
trip reports, role playing, Progoff journal, final 
paper integrating theory of development with the 
study of self, others; midterm and final exam. 
Limit 35. 

AHR/APS 202 Adolescent Psychology 

Prof. Mark Smith 

Changes, events, circumstances of period be- 
tween childhood and adulthood. Papers requir- 
ing resourceful inquiry; lecture/discussions on 
social learning theory, going beyond, beneath 
stereotypes, impersonal perspectives. Project 
papers, exams. Prerequisites: BPS112orAHR201 
or permission of instructor. 

AHR 204 The Socialization of Women 

Prof. Sarah Dean 

Socializing processes affecting roles of women. 
Origins of social roles, institutions supporting 
those roles, biological, psychological sexual dif- 
ferences. For men and women seeking to under- 
stand influence of culture on personality, jour- 
nal, two book reviews, midterm, final exams. 
AHR 201, BPS 112 or BSO 110 recommended. 
Offered 1981-82 and alternate years. 

AHR/BSO 225 Introduction to Social Work 

For description see BSO 225 under Sociology 

AHR/APS 302 Gestalt Theory Practice 

For description see APS 302 under Psychology 



Human Resources 

AHR/APS 308 Introduction to Clinical and 
Counseling Psychology Prof. Thomas West 

General perspective, overview of personality 
theory; processes of counseling/therapy, special 
areas of application. Panel presentation, role 
playing in two counseling sessions, paper on 
topic of student's choice directly related to 
counselingorclinical psychology, midterm, final 
exams. Prerequisites: one course in psychology 
or human resources, Junior, Senior standing. 
Limit 35. 

AHR/APS 309 Behavior Disorders 

Prof. Thomas West 

Behavior judged abnormal, disordered or un- 
acceptable by society, approached from tradi- 
tional or medical, learning theory, humanistic 
growth models. For students planning careers in 
helping professions. Field trips, speakers, films. 
Term project, midterm, final exams. Pre- 
requisites: BPS112, Junior or Senior standing. 
Personality theory, counseling, psychometrics 
strongly recommended. Limit 35. 

AHR 325 Counseling Strategies 

Prof. Sarah Dean 

Comparing, contrasting systems of counseling, 
personal growth such as transactional analysis, 
client-centered, rational-emotive, reality ther- 
apy. Strategies for counseling women : assertive- 
ness skills, crisis counseling, relevance, implica- 
tions of traditional counseling practices. Useful 
for students planning careers in helping profes- 
sions. Class presentations, reports, midterm, 
final exam. Prerequisite: AHR/APS 308 or permis- 
sion of instructor. Limit 35. Offered 1982-83 and 
alternate years. 

AHR 326 Counseling for Wellness 

Prof. Linda Snow 

Wholistic development of individual: social, 
physical, emotional, spiritual, intellectual, voca- 
tional. Increasing self-awareness, improving re- 
lationship skills, strengths, potentials. Counsel- 
ing as growth-promotion, self-actualizing pro- 
cess. Theory, research related to healthy per- 
sonality, methods used to promote positive 
change among individuals in one-to-one, group 
couunseling. Examine own level of wellness, 
establish goals to increase personal effec- 
tiveness, effectiveness as counselor. Project 
paper, two exams. Prerequisites: AHR201 orBPS 
112, AHR/APS 308, or permission of instructor. 

AHR 327 Community Mental Health 

Prof. Linda Snow 

Theory, practice, evaluative procedures. Eckerd 
College as microcosm of civiccommunity, factors 
contributing/detrimental to mental health; com- 
munity systems interacting with mental health 
programs: "power" forces, courts, medical serv- 
ices, housing, security, education, recreation. 
Alternatives to hospitalization: day care, outpa- 
tient, halfway houses, foster homes, supervised 
apartments. Critique papers; depth study of a 
mental health system; class project; final exam. 
Prerequisite: BPS 112 or AHR 201, AHR/APS 308, 
permission of instructor. Limit 12. Offered 1982- 
83 and alternate years. 

AHR 401 Internship in Human Resources 

Prof. Sarah Dean 

Intensive, structured, field-based internship In 
mental health, drug abuse counseling, youth 
services, others, relating theory and practice, 
providing constructive, systematic feedback. Su- 
pervision provided by site staff in cooperation 
with faculty member. Individualized assessment < 
of learning objectives. Minimum 224 hours on- ' 
site preparation. Reports, papers relevantto field 
experience, evaluation by on-site staff, on- 
campus group meetings, individual conferences. 
Permission of instructor required. 

AHR/APS 403 Practicum in Peer Counseling 

For description see APS 403 under Psychology 

AHR/APS 405 Practicum in Group Work 

Prof. Linda Snow 

Working with clients in groups, leading groups in 
mental hospitals, community centers, first of- 
fender homes, drug abuse programs, others. 
Theories of group process, working with co- 
leaders, leaders in educational, personal growth, 
therapeuticgroups. Strongsupervision, critique, 
interchange, feedback, self/peer depth analysis 
of ability as group leader. Video taping of role 
playing. Contract appropriate to student's needs, 
skill level. Prerequisites: APS 112 or AHR 201, 
AHR/APS 308, APS/AED 207. Limit 15. 

AHR 406 Senior Seminar in Human 

Integrating academic and field experiences: re- 
view; analysis of ethical, theoretical constructs; 
self-evaluation, personal growth as helping pro- 
fessional; preparation for career fulfillment. 
Position papers, portfolio-resume preparation. 


Humanities — Italy — Japanese 

job interviews. Required for majors; generally 
taken in spring of Senior year. Permission of in- 
structor required. 

AVS 383 Psychology of Consciousness 

AVS 386 Ethical Issues and the 
Helping Professions 

For descriptions see VALUES SEQUENCE COL- 


This interdisciplinaryand highly flexible program 
must be planned by student and Mentor to have a 
coherent focus (for example a period, a theme, a 
geographical area). As with all concentrations, a 
guidingcommitteeofthree professors is needed. 
Ten courses are required, with five in one disci- 
pline, three in another; five of the ten courses 
must be beyond the introductory level. Students 
may draw from such humanities fields as litera- 
ture, history, philosophy, religion, music, art and 
theatre for the five courses, and from any disci- 
plines for the others. Transfers should strongly 
consider taking Western Heritage or Western 
Civilization as part of this program. 


class hours, four hours independent work per 
week expected. Individual, group critiques. Both 
drawing and watercolor not required; however 
drawing in preparation for painting expected. 

lAR 326 Watercolor 

Transparent watercolor techniques, pigments, 
brushes, papers used, washes, transparent color 
overlay, modeling of form, "chiaro-scuro." Stu- 
dents encou raged to work outdoors since beauti- 
ful environment provides strong stimulus. Two 
major critiques discussing drawing, painting 
along with printmaking class. Four class hours, 
four hours independent work per week 

IVS 379/IAS 279 Florence Seminar 

History, culture of Italy, visiting art, history 
museums, points of interest in Florence, travel- 
ing to nearby towns to understand historical, 
cultural diversity of Italy. Italian art history, its 
integration into Italian way of life from medieval 
time to present. Oral exam, paper researched 
independently while in field and in local English 

The study of the Italian language is a 
requirement while studying in the Florence 

lAR 224/324 Etching 

Introduction to etching: intaglio techniques of 
line etching, aquatint, soft ground, sugar life, 
relief printing, air brush ground, dry-point, en- 
graving. Students develop own style in studio- 
classes, print consistent quality editions, work in 
professional studio. Prerequisite: proficiency in 
drawing, design. 

lAR 225/325 Lithography 

Fundamentals of basic stone lithography: 
crayon, pencil drawing, liquid tusche, air brush, 
stipple drawing, stencils, transfer lithography, 
processing, correcting lithographic stones, pro- 
fessional printing techniques, zinc plates, basic 
color printing. Students work at advanced levels 
by end of semester. 


CJA 150/151 (Directed Study) Beginning 
Japanese I, II Prof. Gilbert Johnston 

Taped dialogues, drills to guide beginner 
through imitation of native speakers. Memoriza- 
tion of typical sentence patterns, brief dialogues 
supplemented by weekly drill, testing sessions. 
Weekly conferences. Oral/written exam. 

lAR 244 Drawing 

Basic drawing skills; line, modeling, "chiaro- 
scuro," perspective, composition. Outdoor 
classes to study perspective, composition. Four 


Leisure and Recreation 


Two options are available for preparing students 
to assume responsible leadership roles in the Lei- 
sure and Recreation profession. The first option 
for students is to major in Human Resources and 
follow the Leisure and Recreation Studies track. 
Students should refer to the Human Resources 
major description in the catalog for further in- 
formation. The second option istofollowan indi- 
vidualized concentration in Leisure and Recrea- 
tion which more specifically prepares students 
for community recreation agencies. Within the 
concentration students are encouraged to elect 
general courses in the behavioral and social sci- 
ences, education, the arts, management and 
speech. A core of eight Leisure and Recreation 
courses is required and for students wishing to 
specialize further, individual areas of emphasis 
can be designed. 

ALR 111 (Modes of Learning) 
Leisure Services in Community 

Leisure service programs, including services for 
the aged, handicapped, colleges, municipalities, 
hospitals, programs offered by voluntary, com- 
mercial, social services organizations. Philoso- 
phy, purpose, need for recreation; observation/ 
participation in community leisure programs to 
help students determine if they wish to pursue 
Leisure/Recreation Studies concentration. Pro- 
ject paper, three exams. 

ALR 270 Leisure Services Programming and 
Leadership Prof. Claire Stiles 

Programming principles, planning objectives, 
purposes, activities, program evaluation, dyna- 
mics of recreation leadership, principles and 
practices, techniques and methods of leading 
recreational activities. Reports, exam, leadership 
projects. Prerequisite: ALR 111. 

ALR 271 Leisure Facilities: Management and 
Resource Planning 

Barry McDowell 
Planning indoor, outdoor leisure areas, rela- 
tionship of human needs to environmental re- 
sources. Open space development, multiple use 
design, evaluative techniques, standards, com- 
munity surveys. Research project, written re- 
ports, midterm, final exam. Prerequisite: one 
course in Leisure/Recreation. Offered 1982-83 
and alternate years. 

ALR 321 Practicum in Leisure Services 

Prof. Claire Stiles 

Supervised leadership experience in one or more 
approved agency settings for Junior Leisure and 
Recreation students. Minimum 140 hours in a- 
gency or agencies of student's choice. Bi-monthly 
on-campus meetings with college supervisor to 
discuss experiences, assignments. Pre- 
requisites: ALR 111 and 270. 

ALR 371 Leisure Services for Special 
Populations Prof. Claire Stiles 

Recreational agency programs for the aging, phy- 
sically, mentally handicapped, socially disadvan- 
taged, ill, hospitalized. History, philosophy, sur- 
vey of disability groupings, settings, services, re- 
habilitation, maintenance, prevention, attitudes, 
trends of recreation programs for special groups. 
Guided in-depth study of particular setting, 
population. Written, oral reports, midterm, final 
exam. Prerequisite: ALR 111, ALR 270. 

ALR 372 Leisure Education 

Prof. Claire Stiles 

Overview of leisure counseling, education in 
municipal, therapeutic recreation systems, edu- 
cational systems, youth agencies. Philosophical 
issues, historical perspectives, significanceof lei- 
sure counseling in contemporary society, imple- 
mentation of leisure-education services, specific 
approaches, strategies, techniques. Counseling 
projects, oral presentations, midterm, final ex- 
ams. Prerequisites: APS 110 or ALR 111. Offered 
1981-82 and alternate years. 

ALR 374 Private and Commercial Leisure 
Services Prof. Claire Stiles 

History, psychology, social significance of profit- 
oriented leisure services. Current demands, 
trends, problems, future implications for travel, 
tourism, indoor, outdoor, private, commercial 
enterprises, career opportunities. Project, read- 
ing summaries, oral presentations, midterm, fin- 
al exams. Offered 1982-83. 

ALR 473 Administration of Leisure Services 

Barry McDowell 

Administrative techniques, practices, back- 
ground information on scope of leisure/rec- 
reation in modern life, overview of administrative 
process, structure, basis of recreation programs, 
personnel management, budgeting, supervi- 
sion, facilities-planning, public relations, mod- 


Leisure and Recreation — Literature 

ern theory related to administrative goals, metho- 
dology, realistic information about roleof recrea- 
tion administrator. Projects, readings, term pap- 
er, exam. Prerequisites: ALR 111 plus one other 
ALR course. Offered 1981-82 and alternate years. 

and faculty research. In exceptional cases, stu- 
dents who have established their proficiency in 
literature may be invited to write a Senior thesis 
on a subject of their choice, in place of the com- 
prehensive examination. 

ALR 475 Leisure Service Internship 

Internship for Senior Leisure/Recreation majors 
In one of many St. Petersburg agencies, choosing 
project most nearly suited to future career plans : 
geriatric, handicapped, municipal, hospital, 
others. Minimum 280 hours on job. Reports, su- 
pervisor's evaluation. Permission of instructor 

ALI 110 (Modes of Learning) 

Literary Studies Prof. Sterling Watson 

Literary genres, concentrating on literary modes 
of learning. Read, write about a novel, short stor- 
ies, plays, poems; critical terminology basic to 
understanding literature. Four analytical papers 
(three to five pages long) each on a different 

ALR 477 Senior Seminar in Leisure Services 

Prof. Claire Stiles 

Current topical concerns, contemporary author- 
ities, synthesis, developing professional com- 
petency in problem-solvingtechniques, working 
professional philosophy. Written position state- 
ments, reaction replies on selected issues, cri- 
tiques of professional journals, paper on working 
philosophy of leisure. Required forall Senior Lei- 
sure/Recreation students. 

AVS 389 Leisure Services Concepts 

For description see VALUES SEQUENCE COLLO- 

(See HUMAN RESOURCES major description.) 


For description see page 18 


Students majoring in literature must take a mini- 
mum of eight literature courses. They will work 
out their schedules with their Mentors, according 
to individual needs. Literature majors must suc- 
cessfully pass a Senior comprehensive examina- 
tion, covering in survey fashion English and 
American literature plus some methodological 
application; course selections should be made 
with this in mind. Special topics constitute an 
essential core of the literature program, provid- 
ing discipline and focus on specialized areas 
which prepare students for the depth and clarity 
of study required for graduate school or a serious 
career in literature. Specific titles vary, depend- 
ing on student interest, contemporary issues, 

LLI 113 Literary Studies: Western 

Prof. Howard Carter 

Great works of western tradition, such as The 
Odyssey, Oedipus Rex, Dante's Inferno, Don 
Quixote, Tom |ones, Faust, Madame Bovary, Joyce's 
Ulysses, and why they are considered great. 
Narrative, imagery, character, thematic import. 
Open to literature majors, non-majors; previous 
college-level literature course helpful but not re- 
quired. Short papers, final exam. 

CLI/CAS 235 German Culture through 
Literature Prof. Kenneth Keeton 

Cultural history of Germany from eighteenth cen- 
tury (Age of Enlightenment) to present through 
German writers, literary movements. Five major 
literary works in English translation: Lessing, 
Nathan the Wise; Goethe, Faust; Hesse, Demain; 
Frisch, Andorra; Durrenmatt, The Visit. Research 
paper, investigating interest related to German 
cultural tradition or discipline otherthan Litera- 
ture, final exam. 

LLI 235 An Introduction to Shakespeare: 
Motley, Murder, and Myrrh 

Prof, julienne Empric 

Shakespeare through sampling each genre: 
poetry, comedy, tragedy, history, romance. 
Appreciating, evaluating writings, characteristic 
distinctions among genres. Project-presentation 
of portion of one of plays, two brief papers, final 
exam. Open to all interested students, regardless 
of major or level of study. Offered 1981-82 and 
alternate years. 




LLI 236/237 History of Drama 

Prof. Julienne Empric 

Two semester course, either may be taken inde- 
pendently. Overview of major movements in his- 
tory of western drama from Greeks to contem- 
porary; plays representativeof each period; crea- 
tivediscovery, analysis. Firstsemester: chronolo- 
gical survey of major dramatic forms of eight- 
eenth century. Second semester: pre-moderns, 
modern, avant garde. Papers, creative projects, 
final paper or exam. Offered 1981-82 and alter- 
nate years. 

ALI/LLI 239 English Literature: 1800 to 
Present Prof. Peter Meinke 

General survey of British literature from Blake to 
Beckett; historical tradition, outstanding indi- 
vidual artists. Discussion, writing based on read- 
ings from The Oxford Anthology of English Litera- 
ture, Vol. II. Papers for class sharing, midterm, 
final exam. Offered 1982-83 and alternate years. 

LLI 241 Great American Novel 

Prof. Howard Carter 

Greatest American novels from 19th, 20th centur- 
ies: form, evolution, sense in which they are 
American. Hawthorne, Melville, James, Chopin, 
Fitzgerald, Stein, West, Steinbeck, Wolfe, Sal- 
inger; one novel outside course list. Papers, pre- 
sentation on outside novel, final exam. Non- 
literature majors welcome. 

ALI 250 (Directed Study) 
Children's Literature 

Best of children's literature in various genres, 
their relation to human value systems: nursery 
rhymes, fairy tales, folk tales, mythology, picture 
books, fantasy, poetry, fiction. Concentrate in 
one or two areas, some reading in all seven. Re- 
flective journal on reading; creative (forexample, 
writing children's story) or scholarly (for exam- 
ple, essay on history of nursery rhymes) project. 

LLI 250 (Directed Study) Shakespeare: The 
Forms of His Art Prof. Julienne Empric 

Shakespeare through sampling each genre: 
poetry, comedy, tragedy, history, romance. 
Appreciating, evaluating writings, characteristic 
distinctions among genres. Eight plays from 
major "periods," two others. Twelve essays: one 
on each of ten works, one on background, one 
final synthesis; personal reactions, notesencour- 

LLI 252/352 (Directed Study) 
American Fiction: 1950 to the Present, 
Introduction (I); Further Readings (II) 

Prof. Howard Carter 
Reading widely in contemporary American fic- 
tion. Students who have done little reading in this 
area should take LLI 252; students with some ac- 
quaintance with contemporary American fiction 
should take LLI 352. Bibliographies available in 

LLI 253/353 (Directed Study) 
Twentieth Century European Fiction I, II 

For description see LLI 334 

ALI 302 Southern Literature 

Prof. Sterling Watson 

Twentieth century Southern writing, the novel, 
short stories, plays, as separate examples of liter- 
ature; also isolating what is common and "South- 
ern." Works by McCullers, Warren, Faulkner, 
O'Connor, Percy, Price, Welty, Porter, Williams, 
McCarthy. Three papers, in-class presentation, 
final exam. Offered 1982-83 and alternate years. 

CLI/CGR 304 The Novels of 
Hermann Hesse 

For description see CGR/CLI 304 under German. 

LLI 307 Restoration and 18th Century 
English Literature 

Because of style, substance of such writers as 
Dryden, Swift, Pope, Johnson, this course might 
well be labeled "The Age of Satire." In addition, 
prose works by Boswell, Sterne. Four papers, 
final exam. Prerequisite: two previous literary 

LLI 326 Medieval and Renaissance Poetry 

Prof. Julienne Empric 

Survey of major forms, authors of fourteenth 
through seventeenth century English poetry: 
Chaucer, Spenser, Shakespeare, Sydney, 
Donne, Jonson. Study, write examples of medie- 
val, renaissance lyric, sonnet, epigram ballad, 
verse drama. Paper, research paper, final exam. 
Offered 1981-82 and alternate years. 



LLI 334 Twentieth Century European 
Fiction I, II 

LLI 253/353 (Directed Study) 

Prof. Howard Carter 

Best European fiction since turn of century; 
twelve or so novels representing various coun- 
tries, dominant literary movements, most influ- 
ential authors, such as Proust, Cide, Sartre, 
Camus, Mann, Kafka, Crass, Hesse, Moravia, Cal- 
vino, Vesaas, Solzhenitsyn, Konrad. Reflective 
notes (one single-spaced typewritten page or 
equivalent) for each novel, final synthetic exer- 
cise. One or more novels may be read in original 
language. Prerequisite: one college-level litera- 
ture course. 

CLI/CGR 351 (Directed Study) 
Life and Works of Franz Kafka 

For description see CCR/CLI 351 under CERMAN 

LLI 351 (Directed Study) Twentieth Century 

American Women Artists and Writers 

(c. 1900-1935) Prof. Nancy Carter 

Women artists, writers in social, cultural context 
of their time; their contribution in different 
media. Chooseworks from following categories: 
photography, dance, poetry, prose (including 
autobiography, biography, fiction, other writ- 
ings). Prerequisite: Sophomore or higher. 

LLI 337 Nineteenth Century 
American Literature 

Bestofthetimes:Thoreau,Poe, Hawthorne, Mel- 
ville, Twain, James, Dickinson, Whitman, sup- 
plemented partially by student choice from 
Irving, Cooper, Frederic, London, Harte, Eggles- 
ton, Crane,Chopin. Four papers, final exam. Pre- 
requisite: Literary Studies, or two other literary 

CLI 360 Modern Japanese Literature in 
Translation Prof. Gilbert Johnston 

Modern Japanese writers have often followed 
western trends, while reflecting distinctive 
themes, behavior patterns of their own culture. 
Sampling of novels, short stories, poetry written 
during past century, revealing much about 
Japanese point of view regarding themselves, the 
world. Three papers, final exam. 

LLI 338 Twentieth Century British and 
American Drama Prof. Julienne Empric 

Twentieth century English-speaking drama rang- 
ing from well-made play to episodic, "silent," 
poetic drama. Representative dramatic forms; 
works by O'Neill, Williams, Miller, Eliot, Os- 
borne, Pinter, Beckett, Arden, Stoppard. Influ- 
ences which helped shape modern drama, solu- 
tions of different dramatists to problems of lan- 
guage as communication. Two papers, final 
exam. Offered 1981-82 and alternate years. 

ALI 350 (Directed Study) Modern American 

Ten or twelve major American novelists of first 
half of twentieth century. Journal containing at 
least following three elements: discussion of 
novel's ideas, themes; analysis of novelist's style; 
subjective evaluation of both these aspects. 

ILI 350 (Directed Study) 

Contemporary Women Writers in Britain 

For description see LONDON OFFERINCS 

LLI 361 Literary Criticism 

Prof. Howard Carter 

Criticism basically means judgment. Literary cri- 
ticism seeks to understand how literature affects 
readers, relates to reality; how a writer should 
create art; qualities literary work should have. 
Ancients, Dante, Renaissance, Neo-Classical 
theorists. Romantics, 19th century writers, 20th 
century criticism, surveying formalist, genre, 
archetypal, historical, interdisciplinary criticism. 
Two papers, midterm, final exam. Prerequisite: 
college literature course. Offered 1982-83 and 
alternate years. 

LLI 367 William Blake Prof. Howard Carter 
Majorworks of William Blake, visionary who anti- 
cipated some of concepts of Freud, Jung; critical 
interpretations, biographical material. Not only 
did Romantic poetry begin in many ways with 
Blake, but, in some senses, modern poetry as 
well. Papers, class reports, longer paper, final 
exam. Prerequisite: two literature courses or per- 
mission of instructor. 


Literature — London 

ALI 403 American Fiction Since 1950 

Prof. Sterling Watson 

Best of American fiction since 1950, selecting 
from such authors as Updike, Didion, Ellison, 
Malamud, Mailer, O'Connor, Kesey, Yates, Mor- 
ris, Bellow. Short papers, in-class presentation, 
final exam. 

CLI/CSP 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca I, II 

For description see CSP/CLI 450/451 under 

AVS 360 Values in Contemporary British 

AVS 361 The Spy in Literature 

AVS 380 The Goddess in literature 

AVS 382 Poetry and Values in Contemporary 

AVS 384 Twentieth Century American 
Women in the Arts 

For descriptions please see VALUES SEQUENCE 


lAR 322 Art and Industrialization 

Prof. Patricia Utermohlen 

Effects of industrialization on artists; eighteenth, 
nineteenth centuries. Growth of industrializa- 
tion, later disillusionment with mechanization. 
Aesthetic movement, beginning of modernism. 
Regular attendance required. Paper, slide test, 
research paper. Fall semester only. 

lAR 323 Origins of Modernism 

Prof. Patricia Utermohlen 

Fundamental changes in visual arts in twentieth 
century; tradition of European modernism in 
period between 1880-1918, powerhouseof energy 
sustaining intellectual ideas in all disciplines. 
Regular attendance required. Paper, slide test, 
research paper. 

ICM 350 (Directed Study) 

The Twentieth Century British Mind 

Prof. Keith Irwin 

Autobiography, poetry, drama, novel, theologi- 
cal writings, philosophy prior to 1940/post 1940 to 
compare ideas, beliefs, attitudes. Eliot/Hughes, 
Forster/Storey, Russell/Strawson, Lewis/Robin- 
son represents kinds of pairs to be selected. Jour- 
nal developingcrucial ideas forming British mind 
in this century. 

ICM 351 (Directed Study) 
History of Science in Great Britain 

Prof. Peter Pav 

British individuals, institutions that have contri- 
buted to development of science since 1600. 
Visits to sites important in history of science. Two 
research papers: 1) on developments in particu- 
lar field; 2) on work of significant individual. 

lED 351 (Directed Study) 
British Innovative Education 

Prof. Molly Ransbury 

The British pre-school play-group, middle 
school, infant school, open university as primary 
models for American educational innovation. 
Two papers: 1) background research document 
demonstratingfamiliarity with British education; 
2) on particular segment, describing current 
trends, issues, comparing to selected norm, 
evaluating results, with annotated bibliography. 

IHI 250(Directed Study) 
History of England to 1714 

Prof. William Wilbur 
For description see LHI 250 under History 

IHI 251 (Directed Study) 

History of Modern Britain Since 1714 

Prof. William Wilbur 
For description see LHI 251 under History 

IHI 252 (Directed Study) 

History of London Prof. William Wilbur 

London as first truly modern city; problems of 
urban history. Journal annotating visits to histor- 
ical sites, museums, observations of London life; 
documented research paper on approved topic 
of London history, utilizing maps, plans, architec- 
tural drawings, primary sources available at 
Guildhall Library. 


London — Management 

ILI 350 (Directed Study) 
Contemporary Women Writers in 

Prof. Donna Vinter 

Ten novels by Lessing, Drabble, Murdoch, Spark, 
Pym,Weldon, Mortimer. Five page paper, longer 
final paper. Not specifically for literature majors, 
but background in reading literature helpful. 
Seminar offered each semester. Limit 8 to 10. 

ISO 350 (Directed Study) 

London: A Representation of British Society 

Prof. Clark Bouwman 

Opportunity to select, develop particular in- 
terests in some depth. London, its environs, sig- 
nificant social problems, public/organized re- 
sponses, role of planning, context of British 
national character, values. Term paper, final 
exam, journal of experience relative to specific 
study area selected. 

ITH 365 Theatre in London 

Prof. Donna Vinter 

London theatre in as much variety as possible. 
The play itself, "conventions" open to play- 
wright, challenges faced by director. Seeing 
plays; if possible, visits from members of profes- 
sional London theatre. Journal, written work, 
final exam. 

IVS/IAS 289 London Colloquium 

Diverse viewpoints of parliamentary system, reli- 
gious traditions, race relations, trade unions, 
national health services, education system, litera- 
ture, the arts comparing them with correspond- 
ing views in U.S. Outside speakers, excursions, 
visits, supplement seminars, discussion Journal, 
visit reports, research paper, midterm, final 
exam. Taught by resident faculty director/London 
adjunct faculty. Required of all participants in 
London program, can be counted for either area 
studies or colloquium credit, but not both. 


The Eckerd College Management programs are 
designed to prepare the student to compete for 
management careers of the student's choice 
through either undergraduate or pre-Masters of 
Business Administration (pre-MBA) programs. 
The undergraduate management programs con- 
sist of: (1) the basic management core (The Man- 

agerial Enterprise, Accounting Principles, Mi- 
croeconomics, and Statistical Methods, and 
either Quantitative Methods for Economics and 
Management or Calculus I for students concen- 
trating in accounting, business administration, 
finance or economics), (2) a group of four courses 
in two of three area options in psychology, eco- 
nomics and sociology/political science/history, 
(3) an internship program, normally completed 
between the Junior and Senior year, (4) a Senior 
comprehensive and a minimum of five courses 
designed to prepare the student for entry into the 
management career of the student's choice. This 
group of courses is designated as the student's 
skill area. Through the skill area component of 
the program, the student may specialize in such 
areas as accounting, business administration, fi- 
nance, marketing, economics, personnel adminis- 
tration, organizational behavior, small business 
management. The Pre-MBA programs are designed 
to match the student's undergraduate prepar- 
ation with the preferred entrance requirements 
of graduate schools to which the student plans to 
apply for entry. Some graduate schools prefer 
applicants to have a general liberal arts under- 
graduate degree. The Eckerd College Manage- 
ment programs have the flexibility to permit the 
student to prepare a program of study which will 
satisfy the undergraduate education require- 
ments for either category of schools. However, 
completion of a pre-MBA program does not guar- 
antee entry into an MBA program. The entrance 
requirements for both categories of schools are 
generally based on a good (B or better) grade 
average and a score satisfactory to the graduate 
school on the Graduate Management Admissions 
Test (GMAT). 

BMN/NMA 120 Quantitative Methods for 
Economics & Management 

For description see MATHEMATICS. 

BMN 250 (Directed Study) Personnel 
Management Prof. Bart Tebbs 

Managing human resources within an organiza- 
tion as part of total management system. Basic 
personnel processes. Seven objective tests on 
major parts of course, workbook assignments. 
Prerequisite: BMN 270 or permission of in- 
structor. Not offered Fall 1981. 


colle5(^r . 


BMN 270 The Managerial Enterprise 

Prof. Bart Tebbs 

Basic concepts, theories, management styles of 
contemporary management. Importance of com- 
munication, motivation, planning, directing, 
controlling, organizing. Experiential exercises, 
midterm tests, learning assessment notebook. 
Prerequisite: BPS 112 or BSO 150. 

BMN 271 Principles of Accounting 

Basic elements of accounting as an information 
system. Accounting cycle, internal control, 
accounting systems, generally accepted account- 
ing principles, accountingfor partnerships. Prac- 
tice sets and exams. Sophomore or higher stand- 
ing required. 

BMN 273 Personal Finance 

Complex challenges of financial decisions facing 
individuals, families during lifetime. Translating 
personal lifetime goals, priorities into financial 
plans, actions; developing personal consumer 
skills. Income generation, differences, family 
budgeting, taxes, use of credit, insurance, hous- 
ing, investment fundamentals, estate planning. 
One-hour exams, quizzes, cases. Of special in- 
terest to non-management majors. 

BMN/PO 276 An Introduction to Public 
Administration Prof. Arthur Peterson 

Basic concepts, processes of American public 
administration. Review of paradigms of public 
administration, organization theory, budgeting, 
public personnel administration, systems theory, 
policy analysis. Five quizzes on readings, two 
one-hour midterms, final exam, 10-15 page paper 
on particular governmental agency. Prere- 
quisites: introductory behavioral science 
courses, Sophomore or higher. 

BMN 277 Small Business Ownership 

Administration of small enterprises; environ- 
ment, philosophies forsuccessful small business 
management. Planning, initiating, financing the 
firm, form, structure, merchandising sales, pro- 
grams, policies, financial management, control. 
One-hour exams, oral class presentations, writ- 
ten assignments. 

BMN 278 Business Law 

Comprehensive examination, analysis of princi- 
ples, rationale, application of business law, reg- 
ulations. Contracts, agency, formation of busi- 

ness organizations. Uniform Commercial Code, 
creditors' rights and laws, regulations affecting 
labor, torts and property, judicial and administra- 
tive processes. Case preparation, midterm, final 

BMN 279 Principles of Marketing 

Prof. Joseph Bearson 

Principles, problems, methods in distributing, 
marketing, goods, services: marketing agents, 
institutions. Policies of distribution, product de- 
velopment, packaging, pricing, transportation, 
advertising, promotion, buyer motivation. 
Understanding relationship of dynamic market- 
ing system to modern economy. Case analysis, 
midterm, final exams. Prerequisites: BEC 281, 
BMN 270, one introductory behavioral science 

BMN 370 Organizational Behavior and 
Leadership Prof. Bart Tebbs 

Behavior in organizations, interaction of indi- 
vidual, organization in work situations from view- 
points of industrial psychologist, managers, indi- 
viduals in the organization. Leadership work- 
shop, leadership project, project report, mid- 
term tests. Prerequisites: junior/Seniorstanding, 
completion of or concurrent enrollment in BMN 

BMN 371 Intermediate Accounting 

Further developing concepts, theory used in 
practiceofaccounting. Application of accounting 
principles in preparation, analysis of financial 
statements, price level changes, leases, other 
topics of current interest. Practice set, exam. Pre- 
requisite: BMN 271. 

BMN 372 Managerial Accounting 

Extension of Principles of Accounting: use of 
accounting information in control of business op- 
eration, interpretation of information for man- 
agement's use. Overview of analysis of financial 
statements, cost and responsibility accounting, 
budgeting, cost-volume-profit analysis and deci- 
sion making. Prerequisite: BMN 271. 

BMN 373 Marketing Communications 

Prof. Joseph Bearson 

Processes, functions of promotion; develop- 
ment of promotional strategies incorporating 
creative use of advertising, publicity, merchan- 
dising, direct selling, sales promotion. Analysis of 


Management — Mathematics 

problems directly related to management of 
promotional activities. Project, two midterm, fin- 
al exam. Prerequisite: BMN 279. 

BMN 374 Market Intelligence 

Prof. Joseph Bearson 

Techniques of collection, measurement of data 
relevant to processes of market target identifica- 
tion, sales forecasting, marketing strategy de- 
velopment. Analysis of sources of information to 
organizations ncluding market research, cost/re- 
venue breakdowns, competitive analysis, secon- 
dary sources, others. Project, two midterms, final 
exam. Prerequisite: BMN 279. 

cases. Prerequisites: BMN 271 , BEC 281 , BEC 282, 
BCM 260. 

BVS 332 Consumer Behavior and 

BVS 367 Ethics and Management: Theory 
and Practice 

For descriptions see VALUES SEQUENCE COL- 

For other management courses see ECONOM- 

BMN 471 Advanced Accounting 

Topics of concern to practitioner, theoretician: 
partnership/joint ventures, installment sales, 
consignments, branch operations, mergers/con- 
solidations. Exams. Prequisite: BMN 371. 

BMN 474 Group Leadership Practicum 

Prof. Bart Tebbs 

Sequel to Organizational Behavior and Leader- 
ship, applying in classroom "laboratory" situa- 
tions, and "outside world" knowledge obtained 
from intensive study of theoretically significant 
empirical research. Midterm exams, project re- 
port. Prerequisites: BMN 370 or BPS 302, Junior/ 
Senior standing. Not offered 1981-82. 

BMN 475 Investment Analysis 

Theories of major U.S. security markets: fun- 
damental, technical analysis of stock market. 
Alternative personal investment goals, practices, 
tax implications; establishing, managing person- 
al portfolio: investor objectives/risks, informa- 
tion sources, value determinants, market oper- 
ations, mechanics, security analysis. Exams, class 
presentations, investment simulation model. 
Prerequisites: BMN 271, BEC 281, BEC 282 and 
BCM 260, or permission of instructor. 

BMN 479 Corporate Finance 

Role, theoretical framework of financial manage- 
menttools used in selectingalternativeactionsto 
accomplish long-run businessobjectiveswithina 
dynamic society. Types of business organiza- 
tions, tax considerations, ratio analysis, profit 
planning, forecasting, risk analysis, asset, 
sources of funds management, capital budget- 
ing, capital fund markets, firms' financial struc- 
tures, valuations. Exams, quizzes, problems. 


A marketing concentration may be elected by a 
student as a skill area within the management 
major. Students electing marketing as a skill area 
within the management major must meet re- 
quirements for the Eckerd College Management 
programs. See MANAGEMENT for descriptions 
of those requirements and courses. 


The basic requirement for either the B.A. or B.S. 
degree is the completion of eight mathematics 
courses numbered above 233. Independent 
study courses in special topics in mathematics 
also may be used in satisfying this requirement. 
This wide flexibility permits a program of study to 
be tailored to the individual student's interests. 
All mathematics courses taken are applicable to 
the collegial requirement of 12 natural science 
courses for the B.A. degree, and 16 natural sci- 
ence courses for the B.S. degree. 

NCM 113 (Modes of Learning) Computer 
Algorithms and Programming 

Problems from many fields suitable for com- 
puters; analyzing, devising algorithm for solu- 
tion, constructing flow chart diagram depicting 
algorithm, translating into BASIC or FORTRAN. 
Computer problems, one special computer pro- 
ject of student's choice, several tests in BASIC or 


NMA 111 (Modes of Learning) 
College Algebra 

Basic algebra, prerequisite for understanding 
Calculus I. Languageof logic, sets, foundations of 
real numbersystem. Function concept, emphasis 
on polynomial, algebraic functions. Some analy- 
tic geometry to illustrate above. Daily assign- 
ments, hour tests, final exam. 

NMA 131 Calculus! 

First course in two-course sequence: calculus of 
single variable functions, plane analytic geome- 
try. Function, limit, continuity, derivation, def- 
inite integral; applications to physical sciences, 
economics. Daily assignments, hour tests, final 
exam. Prerequisite: NMA 111, NMA 115 or two 
years of high school algebra. 

NMA 112 (Modes of Learning) 
Finite Mathematics 

Handling symbolic statements in logically 
meaningful manner. Truth sets, probability, 
Markov chains, vectorand matrix theory, applica- 
tions to behavioral, managerial sciences, intro- 
duction to linear programming. Probability, 
other background mathematics of value in study- 
ing statistics, topics in management, business 
administration. Daily assignments, hour tests, 
final exam. 

NMA 113 (Modes of Learning) 

Functions and their graphs: trigonometric func- 
tions, their inverses, exponential, logarithmic 
functions, proving identities, solving equations, 
developing complex numbers. Daily assign- 
ments, hourtests, final exam. Prerequisite: NMA 
111 or two years of high school algebra. 

NMA 115 (Modes of Learning) 
Precalculus Mathematics 

Algebra, trigonometry to depth necessary for 
study of calculus. Properties of real number 
system; polynomial equations, inequalities; 
algebraic, trigonometric, exponential, logarith- 
mic functions; introduction to analytic geometry. 
Homework, tests, final exam. 

NMA/BMN 120 Quantitative Methods for 
Economics & Management 

Mathematics used in undergraduate studies in 
economics, management. Decision makingtech- 
niques under conditions of uncertainty, cer- 
tainty; decision trees, present-value analysis, lin- 
ear programming, network models. (Students 
expecting to pursue graduate study in eco- 
nomics, management are advised to take calculus 
and linear algebra instead of this course). Pre- 
requisite: MNA 111 or permission of instructor. 
Limit 35. 

NMA 132 Calculus II 

Continuation of Calculus I; calculus of exponen- 
tial, logarithmic, trigonometricfunctions, formal 
integration techniques, applications, infinite 
series. Daily assignments, hour tests, final exam. 
Prerequisites: NMA 115 or NMA 113, NMA 131. 

NMA 133 Statistics, An Introduction 

Probability and statistics, uses in Natural Scien- 
ces. Concepts with illustrative examples, applica- 
tions from various fields. Elementary probability 
theory; discrete, continuous random variables; 
special continuous distributions including nor- 
mal, chi-square distribution, t-distribution, f- 
distribution, hypothesis testing, point, interval 
estimation, linear regression, non-parametric 
statistics. Prerequisite: NMA 131. Credit not 
given for this course and BCM 260. 

NMA 233 Calculus III 

Calculus of functions of several variables. Three- 
dimensional analytic geometry, partial deriva- 
tives, directional derivatives, extrema of func- 
tions of several variables, multiple integration, 
applications. Daily assignments, hour tests, final 
exam. Prerequisite: NMA 132. 

NMA 234 Differential Equations 

Linear differential equations of second and high- 
erorder, Laplace transform, systemsoffirstorder 
equations and numerical methods. Daily assign- 
ments, hourtests, final exam. Prerequisite: NMA 

NMA 236 Linear Algebra 

Vector spaces, linear transformations, matrices, 
applications in analysis of systems of linear equa- 
tions. Eigenvalues, eigenvectors for square mat- 
rices. Daily assignments, hourtests, final exam. 
Prerequisites: NMA 131 and permission of in- 
structor, or NMA 132. 


Mathematics — Medical Technology 

NMA 333 Probability and Statistics I 

Probability theory, random variables, random 
sampling, various distribution functions, point 
and interval estimation, tests of hypotheses, re- 
gression theory, nonparametric tests with emph- 
asis on mathematical development of topics. 
Daily assignments, hour tests, final exam. Pre- 
requisite: NMA 132 or permission of instructor. 
Offered 1982-83 and alternate years. 

NMA 334 Probability and Statistics II 

Continuation of Probability and Statistics I. Daily 
assignments, hour tests, final exam. Prere- 
quisite: NMA 333. Offered 1982-83 and alternate 

NMA 335 Abstract Algebra I 

Two-course sequence, naive set theory, some 
properties of integers, groups, rings, integral do- 
mains, vector spaces, development of fields. Dai- 
ly assignments, hour tests, final exam. Pre- 
requisite: NMA 132 or 236. Offered 1982-83 and 
alternate years. 

NMA 336 Abstract Algebra II 

Continuation of Abstract Algebra I. Daily assign- 
ments, hourtests, final exam. Prerequisite: NMA 
335. Offered 1982-83 and alternate years. 

assignments, hour tests, final exam. Pre- 
requisite: NMA 233. Offered 1981-82 and alter- 
nate years. 

NMA 434 Real Analysis II 

Continuation of Real Analysis I. Partial deriva- 
tives, inverse and implicit function theorems, mul- 
tiple infinite, line, surface integrals. Green's and 
Stoke's theorems, the infinite series. Daily 
assignments, hour tests, final exam. Pre- 
requisite: NMA 433. Offered 1981-82 and alter- 
nate years. 

NMA 499 Independent Research — Thesis 

Seniors majoring in mathematics may, upon in- 
vitation of the mathematics faculty, do research 
and write a thesis under the direction of a mem- 
ber of that faculty. The submission of the result- 
ing written thesis and an oral defense will, upon 
approval of the mathematics faculty, satisfy the 
comprehensive examination requirement for 
graduation. Prerequisites: excellence in mathe- 
matics courses through the Junior year and invita- 
tion by the faculty. 


NMA 337 Foundations in Geometry 

Foundations, development of Euclidean, non- 
Euclidean geometry with axiomatic approach. 
Particularly appropriate for prospective teachers. 
Daily assignments, hour tests, final exam. Pre- 
requisite: NMA 132 or permission of instructor. 

NMA 341 Numerical Analysis 

Approximation, interpolation, differentiation, 
integration, solutions of non-linear equations, 
systems of equations, differential equations. 
Daily assignments, hour tests, final exam. Pre- 
requisites: NMA 233 (may betaken concurrently) 
and ability to write BASIC or FORTRAN. 

NMA 433 Real Analysis I 

Two-course sequence: foundations of real analy- 
sis, topics from advanced calculus developed, 
real numbers as complete ordered field, deriva- 
tive, Riemann Integral, Euclidean n-space, vec- 
tor-valued functions of vector variable. Daily 

The Medical Technology program offers students 
aB.S.orB.A. degree by completing three years of 
general studies here and a fourth year of profes- 
sional course work at a hospital which has been 
approved by the Council on Medical Education of 
the American Medical Association. The general 
studies program at Eckerd must include a mini- 
mum of ten courses in the Natural Sciences which 
are required for certification: four courses in 
biology (including microbiology); four courses in 
chemistry (including Organic I & II); one course 
in mathematics and one course in physics. 
Completion of the eight all-college general 
education requirements is expected of all our 
graduates. Since Senior general education 
courses have usually not been taken in advance, 
arrangements are made to take these two cou rses 
by independent study during the Senior year off 
campus. The professional course work taken dur- 
ing the Senior year requires that the student 
spend 12 months in training at a certified hospital 

Modern Languages — Music 

to which he/she has gained admission. The stu- 
dent receives Eckerd credit for six laboratory 
courses taken in that clinical setting. The bac- 
calaureate is awarded on successful completion 
of this course work, with a major in interdis- 
ciplinary science (or a student may receive a ma- 
jor in biology or chemistry by passing Senior com- 
prehensives in that discipline during the Senior 
year.) In addition, the student receives certifi- 
cation by the American Society of Clinical 
Pathologists (ASCP) after passing an official 
examination. Supervision of clinical course work 
during the Senior year is carried out by a Program 
Director (an M.D. certified in clinical pathology 
by the American Board of Pathology) and an 
Educational Coordinator (a medical technologist 
certified by the Registry of Medical Technolo- 
gists. ) At BayfrontMedical Center, where we have 
sent most of our students, these two people are 
R.A. Essman, M.D., and Marion Kloth, M.T. 

AMU 116 (Modes of Learning) 
Comprehensive Musicianship I: for 
Non-Majors Prof. Donald Fouse 

Acquiring, developing concepts, skills in fun- 
damental musicianship for student not majoring 
in music. Scales, key signatures, intervals, 
elementary harmony, separatelyand in context of 
musical compositions. Written exercises, final 
exam. Offered 1982-83. 

AMU 145 Comprehensive Musicianship I: 
for Majors Prof. William Waters 

Ear training, sight singing, keyboard harmony, 
awareness of process of becoming a musician, 
role of musician in today's society. Classroom 
and independent lab sessions. Written exercises, 
tests, final exam. Open to all; required of 
prospective music majors. Prerequisite to all 
other Comprehensive Musicianship courses. 


A major in modern languages will ordinarily con- 
sist of at least six courses above the intermediate 
level in one language, with a Senior thesis or 
comprehensive examination in that language, 
plus four courses or more in at least one other 
language. Courses in a second or third language 
ought to be taken in two-course sequences. 
Generally, the student would be well advised to 
choose area studies courses that correspond to 
the languages in which he/she is concentrating. A 
minimum of one month of residence abroad in a 
foreign language environment is strongly 


COURSES, see Index 

The major in music consists of Comprehensive 
Musicianship courses I, II, 111, IV, V and VI, plus 
two additional music courses. In addition, a stu- 
dent must be enrolled for one hour per week in 
applied music instruction and participate in one 
of the ensemble programs operating through the 
music discipline during each term of residency. 

AMU 221 Introduction to Music Literature 

Prof. Donald Fouse 

Best serious music of seventeenth century to 
present; cultural, social influence on music, 
musical style. No previous musical knowledge is 
needed. Lecture, discussion, listening. Up to 
three essay exams. 

AMU 223 Introduction to Opera 

Prof. Donald Fouse 

Peculiar dramatic advantages of opera; musical 
devices to promote the dramatic, emotional 
aspects. Lecture, discussion, listening, non- 
technical dramatic analysis, television and live 
opera when possible. Several operas examined 
closely. English-language vocal score of Mozart's 
The Marriage of Figaro and Verdi's Othello will be 
required. Oral report, up to three essay exams. 
For beginner without music background. 
Offered 1982-83 and alternate years. 

AMU 224 Jazz, Its Music and Style 

Prof. Donald Fouse 

Beginnings, progress of jazz to present, analyz- 
ing, defining its nature, evaluating, comparing 
with other kinds of music. Extensive listening to 
jazz recordings. Projects related to student back- 
ground, experience. Three essay exams, optional 
oral reports. Forstudents with no previous music 
course or experience. 



AMU 242 Comprehensive Musicianship II: 
Medieval and Renaissance Music 

Prof. Donald Fouse 

History, theory, performance practices of medi- 
eval. Renaissance periods. Sacred, secular 
music: chant, polyphony, carol, Palestrina, Eliza- 
bethan dance, madrigals; institutions under 
whose patronage music was composed, per- 
formed. Listening, performing encouraged. 
Written exercises, quiz on listening, research 
paper or final exam. Prerequisites: AMU 145 or 

AMU 244 Seminar in Solo Vocal Literature 

Harry Waller 

Seminars, discussions of vocal masterpieces, all 
styles, periods. Each student gives at least one 
formal presentation each semester. Individual 
critique sessions. Student, faculty, guests invited 
toparticipate.Creditfortwocourseswill be given 
in Senior year for those who have satisfactorily 
participated in four semesters. Permission of in- 
structor required. 

AMU 245 Choral Literature and Ensemble 

Prof. William Waters 

Music for chorus from medieval to contempor- 
ary. Active membership in Concert Choir re- 
quired concurrently. Techniques of ensemble 
performance demonstrated, practiced; pro- 
ficiency in score reading; historical, stylistic con- 
siderations, performance practices appropriate 
to periods studied. Admission by audition. 

AMU 246 Instrumental Ensemble 

Prof. Donald Fouse 

Opportunity for instrumentalist to perform in 
one or more of large variety of instrumental en- 
sembles: strings, brass, woodwinds with, with- 
out keyboard. Small ensemble or chamber 
music. Size, type of ensembles depends on en- 
rollment, musical instruments played. Permis- 
sion of instructor required. 

AMU 266/267 Music Projects I 

Performance-centered musical experiences, 
solo, ensemble, short, extended works, research 
into areas related to musical performance. Regu- 
lar rehearsal expected, weekly critique sessions. 
Open to all students; proposals must have the 
approval of music faculty. Work may be distri- 
buted over more than one semester for a single 
course credit. Prerequisite: demonstrated musi- 
cal skills, permission of instructor. 

AMU 341 Comprehensive Musicianship III: 
Music of the Baroque Period 

Prof. William Waters 

Music of Bach, Handel, others; contrapuntal 
practices of period. Students encouraged to per- 
form music of period; lab emphasizes ear train- 
ing, listening to music. Written exercises, quiz on 
listening, research paper or final exam. Pre- 
requisite: AMU 145 or permission of instructor. 

AMU 342 Comprehensive Musicianship IV: 
Music of the Classical Period 

Prof. Donald Fouse 

Advanced study of music, analysis of composi- 
tional forms, techniques, harmonic procedures 
in classical era. Process of becoming a musician, 
role of musician in today's society. Ear training, 
sight singing in classroom, independent study. 
Primarily for students intending to pursue music- 
al vocation. Written exercises, tests, paper, final 
exam. Prerequisites: AMU 145, 242, 341 or per- 
mission of instructor. Offered 1982-83. 

AMU 350 (Directed Study) Twentieth 
Century Music Prof. William Waters 

Important works of major composers of this cen- 
tury, history of period, writings by composers, 
listening to recordings of works. Written exam, 
project, or extended paper on topic approved by 
instructor. Open to all students; ability to read 
standard musical scoring at minimal level help- 

AMU 361 Advanced Tonal Harmony 

Prof. William Waters 

Continuationof AMU 145. Harmonic techniques: 
modulatory practices through chromatic har- 
mony of late nineteenth century. Written exer- 
cises, tests, final exam. Open to all qualified 
students; recommended for music majors. Per- 
mission of instructor required. 

AMU 366/367 Music Projects II 

For students with demonstrated abilities in 
music, proficiency in theoretical, historical back- 
ground: recital preparation, production of origi- 
nal work. Work may be done in more than one 
semester for single course credit. Permission of 
music faculty required. 




Music — Philosophy 

AMU 442 Applied Music : Organ, Piano, 
Voice, Guitar, String, Brass, Woodwinds 

Learn to perform great music of all periods on any 
instrument offered, through disciplined prac- 
tice, research. One one-hour lesson, at least six 
practice hours, attendance at one performance 
class per week. One course credit for each year of 
study. Permission of music faculty required. 

AMU 443 Comprehensive Musicianship V: 
Music of the Romantic Period 

Prof. William Waters 

Leading composers from late works of Beethoven 
to Debussy. Primary source material, analysis of 
musical structures; in instrumental forms, com- 
positions for solo instruments, chamber work, 
symphony. Composition in style of period; per- 
formances of original compositions, works by 
masters encouraged. Major, two shorter papers. 
Prerequisite: AMU 145 or equivalent. Offered 
1982-83 and alternate years. 

AMU 444 Comprehensive Musicianship VI: 
Music of Contemporary Period 

Prof. William Waters 

Music of French Impressionist School through 
Schonberg, Ives, Stravinsky, Bartok, Webern, 
Varese, Orff, Messian, Hindemith, Prokofiev. 
Posttonal organization of sound, twelve-tone 
techniques, aleatory music, other twentieth cen- 
tury phenomena. Two oral reports, major paper, 
final exam. Prerequisite: AMU 145 or permission 
of instructor. 

AVS 362 Creative Listening 

AVS 363 Music and Value 

For descriptions see VALUES SEQUENCE 


Students majoring in philosophy will develop 
withaMentoraprogram with a minimum of eight 
philosophy courses, at least two from Logic and 
Language, Modes of Philosophizing, Ethics;at 
least three from the History of Philosophy four- 
course series; the remainder should be upper 
level courses representing the student's particu- 
lar interests, integrative in relation to courses 
taken in other fields, and should help provide 
perspective for the whole liberal arts program. 

LPL 110 (Modes of Learning) 

LPL 150 (Directed Study) Modes of 

Philosophizing Prof. Keith Irwin 

Thought of such philosophers as Berkeley, 
James, Plato, Lucretius, Sartre; philosophical 
questions, possible modes, patterns for answer- 
ing them, assuming they differ from scientific, 
historical, technological, informational, com- 
monsensical, other kinds of questions; venturing 
on personal philosophical thinking with greater 
confidence, sophistication, through recogniz- 
ing, appreciating philosophical thinking of 

LPL 1 1 1 (Modes of Learning) 

Logic and Language Prof. Peter Pav 

Methods of critical, logical analysis of language, 
thought; everyday language, its nature, uses, 
misuses; artificial logical languages whose pre- 
cision can aid understanding; developing tech- 
niques for evaluating arguments, analytic pre- 
cision, recognizing fallacies. Useful for pre-law, 
philosophy, science, mathematics, social sci- 
ence, literature students. Frequent homework 
exercises, three open-book exams. 

CPL/CRE 230 Philosophy of Religion 

For description see RELIGION 

CPL 241 Ethics 

Prof. Keith Irwin 

Major moral philosophies in Western thought, 
Plato through Nietzsche. Foundations of moral 
reasoning, definition of the good life. Groups 
rotate major responsibility for class discussion. 
Two one-page thesis papers, five-page paper ap- 
plying position of major ethical thinker to con- 
temporary moral problem, final integrative edu- 
cational experience. 

CPL 244 Social and Political Philosophy 

Prof. Ashby Johnson 

Major theories of civil order which have been 
influential in Western Europe, America. Contem- 
porary political theory examined in light of clas- 
sical tradition, historical movements. Two tests, 
term paper, exam. Offered 1982-83 and alternate 

LPL 321 History of Philosophy: Greek and 
Roman Prof. Peter Pav 

Rise of philosophy, 600 BC-100 AD. Emphasis on 
natural philosophy. Pre-Socratics, Sophists, 



Stoics, Epicureans, Plato, Aristotle. Student-led 
seminars. Two take-home exams, term paper. 
Relevant for philosophy, history, science, clas- 
sics. Offered 1982-83 and alternate years. 

LPL 322 History of Philosophy: Medieval 
and Renaissance Prof. Keith Irwin 

Philosophy of high middle ages, one of most im- 
pressive intellectual accomplishments of West- 
ern man. Medieval mind, Augustine, Anselm, 
Aquinas, Scotus, Ockham, Renaissance philo- 
sophies. Relations between faith, reason as ave- 
nues of truth. Four short papers used in seminar 
discussions, final exam. Not open to Freshmen. 
Offered 1982-83 and alternate years. 

LPL 323 History of Philosophy: 17th-18th 
Century Prof. Peter Pav 

Central problem of knowledge: what, how can 
we know ourselves, our world, God? Philo- 
sophical developments, Descartes through Kant 
as response to Scientific Revolution. Two exams, 
seminar presentations, philosophical journal. 

LPL 324 History of Philosophy: Nineteenth 
Century Prof. Keith Irwin 

Reactions to Kant, German Idealism, Utilitarian- 
ism, social, scientific philosophy, existentialism: 
Hegel, Schopenhauer, Comte, Mill, Marx, Kier- 
kegaard, Nietzsche, Mach. Systematic rational- 
ism, its limits, role of science in metaphysics, 
importance of individual. Seminar presentations, 
two exams, written philosophical statement. 
Offered 1981-82 and alternate years. 

LPL 342 Twentieth Century Philosophical 
Movements Prof. Keith Irwin 

Development of philosophical analysis and ex- 
istentialism as two main philosophical move- 
ments of twentieth century; comparison on such 
critical issues as views of man, language, ethics, 
religion. Written presentations, final exam. 
Freshmen require permission of instructor. 
Offered 1982-83 and alternate years. 

LPL 345 Symbolic Logic Prof. Peter Pav 

Theoretically oriented sequel to Logic and Lan- 
guage. Logic as object of study, not inferential 
tool. Propositional, predicate logic axiomatically 
developed, analyzed, emphasis on formal prop- 
erties: derivability, completeness, analyticity, 
categoricity, consistency. Flomework exercises, 
three open-book or take-home exams. Prere- 
quisite: LPL III or permission of instructor for 
students with equivalent background. Offered 
1982-83 and alternate years. 

LCM/ICM 350 (Directed Study) 

The Twentieth Century 

British Mind Prof. Keith Irwin 

For description see ICM 350 under London 

ICM 351 (Directed Study) History of Science 
in Great Britain 

For description see London Offerings. 

LPL 360 Philosophy of Science 

Prof. Peter Pav 

Recent controversy on scientific explanation be- 
tween formal, logical analysis and informal, 
heuristic approach. Analysis of laws, theories; 
examples from history of science: Lavoisier's dis- 
covery of oxygen, Pasteur's concerning bacteria, 
Pauli's of neutrinos. Two exams, term paper. 
Offered 1982-83 and alternate years. 

LPL 361 Philosophy of Science: Aristotle's 
Natural Philosophy 

Prof. Peter Pav 

Aristotle as philosopher of science examining na- 
ture, structure of scientific fact, theory. Lectures, 
discussions: Aristotle's physics, astronomy, biol- 
ogy, metaphysics. Seminar presentations, re- 
search paper, six quizzes, final exam. 

CPL 344 Varieties of Marxism 

Philosophical, economic background of nine- 
teenth century Europe, selections from writings 
of Marx, Engels, Lenin, Trotsky, Stalin, Djilas. 
Chinese, Latin American, European interpreta- 
tions of Marx. Seminar reports, major paper, mid- 
term, final exams. Some background in philos- 
ophy, economics or political theory required. 
Offered 1981-82 and alternate years. 


Philosophy — Physical Education 

LCM/LAS 203 Life and Death in Indian 
(Hindu) Literature 

Prof. Keith Irwin 

Westerners have conflicting views of India: as a 
faltering nation overwhelmed by pestilence, 
poverty, population; as nurturing bed of world 
religions enticing jaded minds, souls of the secu- 
lar west. Is it possible to amalgamate these views? 
What will a look at traditional and modern Indian 
art, literature, religious life, city village life bring 
to light; Vishnu, Shiva (restoration, destruction) 
still alternate in cosmic dream of Indian life; is 
new secular industrial culture possible; is this 
false disjunction? Individual projects, seminar 
contributions, exam. 

LVS 303 The Scientific Revolution and 
Human Values 

LVS 308 Experience, Values and Criticism 

For descriptions please see VALUES 


BPE 114 Analysis of Motor Skill Learning 

Prof. Mary Ann Giacchino 

Theory, principles underlying learning, perform- 
ing physical skills. Individual group activities 
analyzed for skills, knowledge required to per- 
form motor activities, techniques of relating 
them to others. Practical application in instruc- 
tional settings. Project papers, group project, 
midterm, final exams. 

BPE 121 Principles of Physical Education 

Prof. James Harley 

Historical, philosophical, scientific foundations, 
desired aims, objects of physical education as 
career; introduction to administration, curricu- 
lum. Minimum 20 contact hours in local schools 
in pre-internship program to help determine if 
student is prospective physical education 
teacher. Term paper, final exam. Personal inter- 
view required. Open to upperclass students. 

BPE 123 Fitness and Skills 

Prof. James Harley 

Fitness training programs; physical fitness prob- 
lem in U.S.; introduction to as many skills as time 
permits, to promote lifetime of physical activity 
throughatleastoneskill. Vigorous exercise prog- 
ram forentire year, individual research in specific 
area. Term paper. Medical clearance required. 
Open to upperclass students. 

BPE 212 Kinesiology 

Prof. Mary Ann Giacchino 

Body mechanics, muscular system, their inter- 
relationship. Program of daily muscle use, basic 
anatomy, physiology, psychology. Bone, liga- 
ment, muscle relationship, physical laws in- 
fluencing body movement: leverage, angle of 
pull, motion gravity, balance, prescribing exer- 
cise. Term paper, motion analysis, lab assign- 
ments, daily quizzes. Permission of instructor re- 
quired. Class limit 12. 

BPE 321 Coaching Techniques II: Theory, 
Problems and Organization in the 
Coaching of Athletics Prof. John Mayotte 

Role of athletic coach in changing society, social- 
psychological problems inherent in coaching to- 
day, role of sports, coach, development of phi- 
losophy of coaching. Organization, develop- 
ment of sports programs, from youth leagues to 
collegiate athletics. Teaching styles, research 
into coaching effectiveness. Research summar- 
ies, reports, quizzes, major project, final exam. 

The following activities do not carry course 

Red Cross Advanced First Aid and Emergency 

Wounds, specific injuries, shock; respiratory 
emergencies, drowning, resuscitation; poison- 
ing, drugs, drug abuse; burn, exposure to radia- 
tion, heat, cold; bone, joint injuries, immobiliza- 
tion, splinting; dressing, bandages; sudden ill- 
ness, emergency childbirth, extrication, emer- 
gency rescue, transfer. 40 hours. 

Red Cross Beginning Swimming 

Basic swimming strokes, skills. With sufficient 
progress. Red Cross Advanced Beginner may be 
taken in same semester, earning two certificates 
from Red Cross. 12 hours. 


Physical Education — Physics 

Red Cross Intermediate and Swimmer Courses 
Increase endurance, versatility, perfect addition- 
al strokes, skills. Successful completion meets 
requirements for AvanceLifesaving, Water Safety 
Instructor. Prerequisite: swimming ability equiv- 
alent to having passed beginning course. 12 

Red Cross Advanced Lifesaving 

Personal safety, self rescue; swimming rescues, 
defenses, releases, escapes; search, rescue; spe- 
cial rescue, removal techniques, first aid; beach, 
surf rescue, lifeguarding; small craft safety. Cer- 
tificate prerequisite for some lifeguarding jobs, 
W.S.I, course. Masks, fins, snorkel required. Pre- 
requisite: good swimming endurance (500 yards 
continuously); marked abilitye in swimming 
strokes, related skills as evidenced by passing 
admissions test. 26 hours. 

Red Cross Water Safety instructor 

Methodology of teaching swimming, water safe- 
ty, lifesaving; lesson planning, practice teaching. 
Certificate allows teaching number of Red Cross 
courses, including Advanced Lifesaving, is prere- 
quisite for camp waterfront counselor, aquatic 
director, lifeguard jobs at many municipal pools. 
Masks, fins, snorkel required. Prerequisite: Ad- 
vanced Lifesaving, Swimmer certificates or pas- 
sing equivalency test. 30 hours. 

Beginning Tennis 

Introduction to tennis, developing basic skills. 
Written, skills, form exams. 

Advanced Tennis 

Tennis beyond beginning level. Written, skills, 
form exams. Prerequisite: Beginning Tennis or 


Forthe B.A. degree, students majoring in physics 
normally take the following courses: Fun- 
damental Physics I, II, and III, Electronics, Classic- 
al Mechanics, Electricity and Magnetism, Quan- 
tum Physics I, Calculus I, II, 111. For the B.S. de- 
gree, additional courses normally included are 
Quantum Physics II and selected advanced 
mathematics courses, along with Senior Thesis, 
and Concepts in Chemistry I and 11. Students may 
arrange independent or directed study courses in 
advanced subjects to suit their needs. 

NPH 141 Fundamental Physics I 

Prof. Wilbur Block 

Nature of physical world, particle motions, elastic 
waves, heat, thermodynamics. Three course 
sequence. Fundamental Physics I, II, 111, presents 
contemporary view of concepts, in elementary 
form. Text: HallidayandResnick,Fundamentalsof 
Physics. Assigned problems, exercises, lab work, 
major, minor quizzes. Prerequisite: NMA131 or 
permission of instructor. 

NPH 142 Fundamental Physics II 

Pof. Harry Ellis 

Second course of elementary physics sequence: 
heat, thermodynamics, electricity, magnetism, 
elastic waves, optics. Assigned problems, exer- 
cises, lab work, major, minor quizzes. Prere- 
quisite: NPH 141 or consent of instructor. 

NPH 241 Fundamental Physics III 

Prof. Harry Ellis 

Optional continuation of elementary physics 
sequence. Atomic, nuclear phenomena, special 
relativity. Text: Wiedner and Sells, Elementary 
Modern Physics. Assigned problems, exercises, 
lab work, major, minor quizzes. Prerequisite: 
NPH 142 or consent of instructor. 

The next four courses. Classical Mechanics, Elec- 
tricity and Magnetism, Quantum Physics 1 and II, 
will be offered as Directed Studies unless there is 
sufficient enrollment. 

NPH 341 Classical Mechanics 

Prof. Wilbur Block 

Dynamics, systems of particles, rigid bodies; in- 
troduction to elastic media, waves, treatment of 
Lagrangian, Hamiltonian formulations of dyna- 
mics. Set of problems, final exam. Prerequisites: 
NPH 142, NMA 234 or consent of instructor. 

NPH 342 Electricity and Magnetism 

Prof. Harry Ellis 

Fundamental role of Maxwell's equations in study 
of electric, magnetic fields, AC, DC circuits. Elec- 
tromagnetic wave theory introduced. Set of prob- 
lems, final exam. Prerequisites: NPH 142, NMA 
234 or consent of instructor. 



Physics — Political Science 

NPH 443 Quantum Physics I 

Prof. Harry Ellis 

Experimental results leading to formulation of 
modern quantum theory. Schroedinger wave 
equation used to solve physical problems treat- 
ing variety of one-dimensional potential func- 
tions; comparison of classical, quantum results. 
Assigned problems, written exam. Consent of 
instructor required. 

NPH 444 Quantum Physics II 

Prof. Harry Ellis 
Continuation of Quantum Physics I. Three- 
dimensional wave equation, particular applica- 
tion to hydrogenic atoms, identical particles in- 
troduced, emphasis on low-energy scattering. 
Assigned problems, written exam. Prerequisite: 
NPH 443 or consent of instructor. 

NPH 499 Independent Research-Thesis 

Outstanding students majoring in physics nor- 
mally are invited to engage in active research and 
to prepare a thesis in lieu of Senior comprehen- 
sive examinations. Apparatus is available for re- 
search in low-energy ionic-atomic scattering, 
spectroscopy from infrared to ultra-violet, addi- 
tional equipment is available for studies in X-ray 
crystallography, and high vacuum techniques. 
Designed primarily for thesis students, this 
course is available to others by special permission 
of the staff. Evaluation is based on the presenta- 
tion and oral defense of the thesis. 

NCM 150 (Directed Study) The Universe 

Prof. Irving Foster 
How we perceive ourselves is partially deter- 
mined by how we perceive the physical universe 
of which we are part, in 20th century no less than 
in the past. Structure of universe, solar system, 
stars, star systems, historical review of cosmolog- 
ical theories from ancient times to present. Six 
papers, final research paper or exam. 

NCM 151 (Directed Study) 

The World of Life Prof. Irving Foster 

Antiquity, diversity of life on earth, how it came to 
be, how it evolved into today's myriad forms, life 
as it is lived in communities. Six papers/esearch 
paper or final exam. 

NCM 204 Electronics Prof. Wilbur Block 

First principles of electronic circuit theory, basic 
operation of electronic circuits, instruments, uti- 
lizing modern electronic techniques, instru- 
mentation. Lectures, lab, lab notebook, assigned 
problems, quizzes. 

NCM 205 Astronomy 1982 

Prof. Wilbur Block 
Solar system, its origin, stars, their evolution, 
structure, origin of universe of galaxies, con- 
stellations, our relationship to universe. Moon, 
planets, stars observed telescopically,observa- 
tion sessions arranged. Assigned problems, exer- 
cises, written exams. 

NCM 251 (Directed Study) 
The Futures of Humanity: 
Worlds of Science Fiction 

Prof. Irving Foster 
Modern science fiction, its concern with the fu- 
ture of humanity, extrapolation of present work- 
ed into possibly pleasant, usually forbidding fu- 
ture, with science playing less dominant role, 
servingoftenonlyaskeyto those futures in which 
cultural, societal, even theological concerns are 
more important. Minimum 5000 pages classic, 
modern science fiction, four papers, final re- 
search paper. 

NVS 481 Human Nature and Human Values 

For description see VALUES SEQUENCE COLLO- 


Students majoring in political science will affiliate 
with either the Letters or the Behavioral Science 
Collegium. Both require the completion of Intro- 
duction to Comparative and International Poli- 
tics, National Government and Politics in the Un- 
ited States, and six additional political science 
courses of the student's own choosing, including 
at least one from each member of the political 
science faculty. Students are encouraged to 
select appropriate courses supporting their stud- 
ies from related disciplines. Students majoring 
through the Behavioral Science Collegium are 
also required to complete Statistical Methods. 


Political Science 

BPO 115 (Modes of Learning) 
Introduction to Comparative and 
International Politics Prof. Claud Sutdiffe 

Comparison of England, Soviet Union, China, 
Mexico, Tanzania; which structures perform 
which functions in each of these societies; 
emerging world system, its interrelated poverty, 
population, energy problems; simulation of im- 
pending world food crisis; proposal for new in- 
ternational order. Two exams (or alternative 
work, e.g. computer assignment), 10 page paper, 
take home final exam. 

BPO 118 (Modes of Learning) Introduction 
to Political Behavior Prof. Anne Murphy 

Individuals, groups, processes are often deliber- 
ately "political, "affected by policial system, and/ 
or influence politics unintentionally. Linkage be- 
tween individual, voluntary groups, political sys- 
tems. Political socialization, group behavior, pat- 
terns of influence, elite studies, voting behavior, 
political communication. Three papers, three 
quizzes, final exam. 

social policy, decision making. Tests, major pap- 
ers on key theorist and classic problem. Sopho- 
more or higher. Offered 1981-82 and alternate 


BPO/MN 276 An Introduction to Public 

For description see BMN/BPO 276 under 

LPO 321 The Constitution and Government 

Prof. Felix Rackow 

Portions of U.S. Constitution dealing with gov- 
ernmental structure, relationships, power, in- 
cluding judicial review, separation of power, 
federalism, selected powers of national govern- 
mentthrough case studies. Opinionsof Supreme 
Court discussed for analysis, trends. Midterm, 
final exams, closed-book tests in class, open- 
book tests outside of class. Class participation ex- 
pected. May be taken independently of LPO 322. 

LPO 121 National Government and Politics 
in the United States Prof. Felix Rackow 

Principles, practices of our national gov- 
ernment; principles, development of Constitu- 
tion; essential features, consequences, implica- 
tions of federalism; nature, methods, functions 
of political parties, pressure groups; national 
political conventions, primaries; electoral prob- 
lems, reform; voting behavior; establishment, 
grouch, functions, powers of presidency; legisla- 
tive process; judicial process; problems of civil 
liberty. Two one-hour exams, final exam. 

LPO 221 Civil Liberties Prof. Felix Rackow 

Recent problems in civil liberty: how far can the 
liberty of the individual be limited to protect the 
libertyof others Interplay of politics, social, eco- 
nomic conditions, the law in free speech, reli- 
gion, racial discrimination, loyalty, immigration, 
fair governmental procedure. Term paper, mid- 
term, final exams. 

LPO 322 The Constitution and Individual 

Prof. Felix Rackow 

Portions of U.S. Constitution dealing with rela- 
tions between individual and government, pri- 
marily Bill of Rights, Fourteenth Amendment 
through case studies. Opinions of Supreme 
Court, analysis, trends. Midterm, final exams, 
closed-book tests in class, open-book tests out- 
side class. LPO 321 not prerequisite. 

LPO 323 The American Presidency 

Prof. Felix Rackow 

The American presidency as political, constitu- 
tional office; its growth, development from 
Washington to Reagan. Selection of president; 
president's role in formulating, conducting for- 
eign policy; treaties, executive agreements; 
president as commander in chief, protector of 
peace; his relation to Congress, his party. Term 
paper, midterm, final exams. 

BPO 246 Varieties of Political Theory 

Prof. Anne Murphy 

From moral philosophy through ideology to 
empirical theory, thinkers, activists have tried to 
understand political systems, behavior. Classical 
and contemporary thinkers try to make sense of 



Political Science — Psychology 

BPO/BAS 341 Politics of Underdevelopment 

Prof. Claud Sutdiffe 

Politics of underdevelopment in Asia, Africa, 
Latin America, focusing on causes, conse- 
quences of poverty. Comparing liberal, ethical 
theories of development, case study of world 
food crisis, implications for U.S. foreign policy. 
Two papers. 

BPO 342 International Politics and 

World Order Prof. Claud Sutdiffe 

International politics, world order comparing 
two approaches: micropolitics (nation-state), 
macropolitics (world). Proposal for new world 
orderdesigned to minimize large-scale collective 
violence; maximize social, economic well-being, 
fundamental human rights, conditions of politic- 
al justice, rehabilitate; maintaining environmen- 
tal quality. Two papers. Prerequisite: BPO 115 or 
permission of instructor. 

BPO 344 U.S. Congress 

Prof. Anne Murphy 

Representative government focuses on legisla- 
tive politics. Democratic theory or practical poli- 
tics can be better understood by careful study of 
U.S. Congress. Political behavior, election cam- 
paigns, lawmaking, lobbying, constituency opin- 
ion. Test papers. Prerequisite: LPO 121 or LPO 
323. Offered 1981-82 and alternate years. 

BPO 345 Grass Roots Politics 

Prof. Anne Murphy 

Elections as they affect Precinct 63-A, St. Peters- 
burg, Pinellas County, Congressional District #6, 
Florida. Choosing candidate, party or issue, 
working with local campaign organization, 
understanding outcome. Research, speaking, 
canvassing, organizing, reportingto class. Paper, 
journal and log of campaign activity, report, final 
exam. Offered 1982-83 and alternate years. 

BPO 346 Political Parties in the U.S. 

Prof. Anne Murphy 

Parties still provide visible link between indi- 
vidual citizens, public policy. Theories of de- 
velopment, structure, practice, changing coali- 
tions of American political parties at national, 
state, county level. Tests, papers. Prerequisite: 
several courses in U.S. government, history, so- 
cial organization. Offered 1981-82 and alternate 

BPO 348 Urban Political Systems 

Prof. Anne Murphy 

Is a city a place to live? Community? Stateof mind? 
jungle? How are decisions made that enhance, 
destroy quality of life in densely populated areas? 
Formsof city government, power structure analy- 
sis (political process), intergovernmental rela- 
tions. Reports on outside reading, quizzes, pap- 
ers, final exam. Prerequisites: Sophomore or 
higher, two courses in related areas. 

BPO 445 American Foreign Policy 
Formation Prof. Anne Murphy 

Democratic policy process examined by close 
study of agencies, procedures for formulating, 
administering U.S. foreign policy. Reports, quiz- 
zes, term paper. Prerequisites: two courses in 
U.S. government, politics or history. 

LVS 302 Justice, Law and Community 
BVS 466 Problems of the Future 

For description see VALUES SEQUENCE COLLO- 


All students majoring in psychology will com- 
plete a common core of five basic courses: Intro- 
duction to Psychology, Statistical Methods, Ex- 
perimental Psychology, Psychology of Personal- 
ity, and Learning and Cognition. In addition, stu- 
dents will elect two courses from each of the two 
area categories listed below, making a total of 
fou r elective courses. The psychology major thus 
requires nine courses, five of which are required 
of all students and four of which are elective. 
Introductory Psychology is normally taken in the 
Freshman year. Statistical Methods and Fun- 
damentals of Psychological Research in the 
Sophomore year, and Learning and Cognition 
and Personality Theory in the Junior year. Area 
1 -Experimental Psychology: Developmental 
Psychology, Social Psychology, Biopsychology, 
History and Systems of Psychology, Research 
Seminar in Social Psychology. Area 2-Applied 
Psychology: Behavior Disorders, Introduction to 
Clinical and Counseling Psychology, 
Psychometric Theory, Behavior Modification, 
Croup Dynamics, Gestalt Theory and Practice, 



BPS 112 (Modes of Learning) 
Introduction to Psychology 

Scientific study of psychological processes, be- 
havior; experimentation, correlation, observa- 
tion, how psychological knowledge is acquired, 
utilized. Theoretical approaches to human, ani- 
mal behaviorbased on research: learning, cogni- 
tion; biopsychology; motivation; human de- 
velopment, personality; abnormal behavior; so- 
cial processes. Three in-class exams. Early com- 
pletion required for concentration in psychology 
or education certification. 

APS/AH R 302 Gestalt Theory and Practice 

Prof. Thomas West 

Gestalt is one of foundation stones in human 
potential movement, lending itself to therapy, 
personal growth, education, specialized coun- 
seling, self-awareness. Theoretical framework, 
how it is applied in education, therapy, personal 
growth. Term project, group demonstration, 
midterm, final exams. Prerequisite: BPS 112 or 
permission of instructor. Offered 1981-82 and 
alternate years. 

BPS 201 Experimental Psychology 

Prof. James MacDougall 

Natureof research, experimentation in psycholo- 
gy. Research methodology, formulation of 
hypotheses, design, execution of experiments, 
analysis of data, communicating results to co- 
workers in field. Observational techniques, cor- 
relational and laboratory methods. One-hour 
quizzes, series of laboratory projects. Prere- 
quisites: BPS 112 and statistics course. 

BPS 302 Social Psychology 

Prof. Ted Dembroski 

Past, present concepts, theories, research in so- 
cial psychology. Methodology: experimental 
approach to understanding social forces which 
affect individual beliefs, emotions, behavior. So- 
cial influence, attitudes, persuasion, social affilia- 
tion, leadership prejudice. Natural field setting 
research. Two orthree exams. Prerequisites: BPS 
112 and statistics course. 

APS/AHR 202 Adolescent Psychology 

For description see AHR/APS 202 under HUMAN 

BPS 205 Learning Cognition 

Prof. James MacDougall 

Principles of animal, human learning; thinking, 
creativity. These processes basic to theory, re- 
search in all other areas of psychology and educa- 
tion: therefore, this course appropriate for stu- 
dents in many areas besides psychology. In-class 
exams. Prerequisite: BPS 112. 

APS/AED 207 Group Dynamics 

For description see AED/APS 207 under EDUCA- 

BPS 300 Developmental Psychology 

Prof. Ted Dembroski 

Past, present concepts, theories, research in de- 
velopmental psychology; early experience, intel- 
lectual development, social learning, behavior 
modification, achievement, morality. Observa- 
tional, correlational experimental methods: de- 
velopment of human, non-human organisms 
from conception to death. Two or three exams. 
Prerequisite: BPS 112. 

BPS 305 Behavior Modification 

Prof. Bart Tebbs 

Application of learning principles used to modify 
behavior in applied settings, especially manage- 
ment, teaching, clinical psychology. Behavior 
modification skillstraining. Test, development of 
behavior modification program, final exam. Pre- 
requisite: BPS 112. 

BPS 306 Psychology of Personality 

Prof. Sal Capobianco 

For psychology majors who want to study per- 
sonality in detail; students outside psychology 
who want to understand themselves, other in 
more scientific way. Theory, research, assess- 
ment; trait and factor, psycho-analytic, behavior- 
al, phenomenologicaltheoriesof personality; re- 
search relevant to personality theories; psycho- 
logical testing. Twoorthree exams. Prerequisite: 
BPS 112. 



'■'■''i'!"i'ii' iii'i |ii|f ■'';:i 

Psychology — Religious Studies/Religious Education 

BPS 307 Psychometric Theory 

Prof. Sal Capobianco 

Principles of psychological assessment, test con- 
struction, reliability, validity, utility; basic psy- 
chological, measurement assumptions under- 
lying interviews, self-report inventories, aptitude 
tests, projective tests, behavior ratings, range of 
situations in which testing appropriate. In-class 
exams, lab projects in test construction. Pre- 
requisites: BPS 112, BPS 306, course in statistics. 

APS/AHR 308 Introduction to Clinical and 
Counseling Psychology 

For description see AHR/APS 308 under HUMAN 

APS/AHR 309 Behavior Disorders 

For description see AHR/APS 309 under HUMAN 

BPS 404 History and Systems 

Provides advanced psychology students syn- 
thetic overview of history, major theoretical sys- 
tems of modern psychology. Historically recur- 
ring questions of human thought, behavior 
motivating research, theory; range of meth- 
odological, philosophical assumptions con- 
cerning human behavior underlying various 
theoretical perspectives, major theoretical sys- 
tems of twentieth century. Two exams, research 
paper. Strongly recommended for psychology 
majors, essential for graduate work in field. Pre- 
requisites: Junior, Senior standing, major pre- 
paration in psychology. Not offered 1981-82. 

APS/AHR 405 Practicum in Group Work 

For description see HUMAN RESOURCES 

APS/AED 421 Psychology for Education 

For description see EDUCATION 

BPS 309 Biopsychology 

Neurological, neurophysiological principles, ap- 
plication to understanding such phenomena as 
instinct, motivation, perception, learning, 
thought, language. In-class exams, research pap- 
er. Of intermediate difficulty, appropriate for 
Juniors, Seniors with backgrounds in psychology 
or natural sciences. 

BPS 402 Research Seminar in Social 
Psychology Prof. Ted Dembroski 

Design, conduct, write original piece of research 
in social psychology; generate, criticize research 
ideas. Research project from idea inception 
through sound methodology to final publication 
form. Prerequisites: BPS 112, BPS 302 or 306, sta- 
tistics course, or consent of instructor. 

APS/BPS 499 Independent Research — 

Students majoring in psychology may elect to 
devise an independent study project with one of 
the participating faculty members. Such projects 
may be oriented toward library research and 
reading, or may involve laboratory or field re- 
search projects. Directed research leading to a 
Senior thesis is available only by invitation of the 
participating faculty member. Students planning 
to do a Senior thesis must complete a preliminary 
research proposal by April of their Junior year. 

AVS 383 Psychology of Consciousness 

For description see VALUES SEQUENCE COLLO- 

APS 403 Practicum in Peer Counseling 

Prof. Linda Snow 

Developing behavioral competencies in indi- 
vidual counseling; learning practicing skills in 
assessment, contracting, interviewing tech- 
niques, relationship-building, problem-solving 
interventions, referral methods. Providing 
supervised counseling to peers, participating in 
role playing demonstrations, preparing case re- 
ports, assessments. Contract appropriate to stu- 
dent's developmental needs. Prerequisites: APS/ 
AHR 308, AHR 325 preferred, permission of 
instructor. Limit: 10 Junior/Senior Human Re- 
sources or Psychology majors. 


Students majoring in religious studies must take 
the basic course. The Study of Religion, and at 
least two courses from each of the following 
areas: Biblical studies, historical and theological 
studies, philosophy of religion and ethics, and 
non-Western religions. Competency in the reli- 
gious studies major will be determined by suc- 
cessful completion of all courses and a compre- 
hensive examination or thesis. Directed and in- 
dependent study courses may be taken toward 


Religious Studies/Religious Education 

fulfillment of this major. 

An interdisciplinary concentration in Religious 
Education is also available.This concentration will 
entail work in four academic areas: Biblical and 
Theological studies; Psychology and Counseling 
studies; and Management studies. This concen- 
tration should appeal especially to students con- 
templating professional careers with Church and 
Synagogue, and to students who wish to work as 
lay people in religious institutions. 

CRE/LRE 110 (Modes of Learning) 
Introduction to Religious Studies 

Ways of studying religious experience, thought. 
Readings, lectures, films, discussions, field trips 
provide opportunities for first-hand observation, 
description, analysis of religious phenomena. 
Reports, exams, paper exploring, synthesizing 
personal religiousvalues. Forstudentswishingto 
pursue religious studies; required for students 
majoring in the discipline. 

LRE 1 1 3 (Modes of Learning) 
Understanding the Bible I: Old Testament 

Prof. Stanley Chesnut 

Biblical study beginning with survey of Hebrew 
literature in Old Testament, sacred scripture for 
Jews, Christians. Literary analysis, historical criti- 
cism, theological exegesis; objective, subjective 
interpretation, more constructive understanding 
of Bible. Reports, quizzes, exams. Recom- 
mended for those planning further study of the 
Bible or Religion. 

LRE 114 (Modes of Learning) 
Understanding the Bible II: New Testament 

Prof. Stanley Chesnut 

Biblical study continues with Christian literature 
in New Testament. Literary analysis, historical 
criticism, theological exegesis; objective, sub- 
jective interpretation, more constructive under- 
standing of Bible. Reports, quizzes, exams. 
Recommended for those planning further study 
ofthe Bible or Religion. Not necessary to take LRE 
113 before LRE 114. 

LRE 221 Religion in America 
LRE 250 (Directed Study) 

Prof. Alan Carlsten 

Analyzing, evaluating beliefs, behavior, institu- 
tions of the unique style of Christianity, Judaism 
in America; the tremendous significance of reli- 
gion in the American experience. Three one-hour 
exams, paper. 

CRE/CPL 230 Philosophy of Religion 

Prof. Ashby Johnson 

Investigation of conceptual aspects of religion: 
natural and supernatural, religious experience, 
sources of religious knowledge, faith and reason, 
past and future. Term paper, midterm, final ex- 
ams. No prerequisites, although background in 
religion/philosophy valuable. Offered 1982-83 
and alternate years. ^ 

LRE 231 Nordic Religion and the Icelandic 
Sagas Prof. Alan Carlsten 

Phenomenological method of inquiry into reli- 
gion, using ancient Nordic religion as presented, 
described in Icelandic saga literature. Myth, sym- 
bol, cult; description, analysis, evaluation of 
sagas. Reports, research paper, two one-hour 

CRE 240 Non-Western Religions 

Prof. Gilbert Johnston 

Beliefs, practices, underlying values of religions 
outside Judaeo-Christian of West, providing 
basis for comparison of alternate modes of re- 
ligious expression. Cultures of Asia, Africa as 
foundation for further study in Indian, East Asian 
religions. Two short papers, three tests. 

LRE 241 Christian Thought and Practice 
Through the Centuries Prof. Alan Carlsten 

Beliefs, behavior patterns, institutional structure 
of Christian church throughout twenty centuries 
ofexistence.Greattheological debates, develop- 
ment of episcopacy, problems of church state, 
monastic movement, sixteenth century Reforma- 
tion, post Vatican II Christendom. Three one- 
hour exams, brief paper. 

LRE 242 Archaeology and the Bible 

Prof. Stanley Chesnut 

Historical research through archaeology: new in- 
formation for students of the Bible, religion, his- 
tory, anthropology, ancient literature, compara- 
tive cultures, Middle East. Methods, interpreta- 
tion of data, results of some important "digs;" 
importance of such study for understanding the 
Bible. Films, slides. Written reports, final exam. 
Prerequisite: college course in Bible, or permis- 
sion of instructor. 



Religious Studies/Religious Education 

CRE/CAS 243 East Asian Religions 

Prof. Gilbert Johnston 

Confucianism, Taoism, Shinto, so-called new re- 
ligions of modern age; ways in which traditional 
views of world, humanity's place in it, nature of 
human society, proper forms of behavior are 
changing in face of modern pressures. Papers, 
two exams. 

LRE 250 (Directed Study) Religion in America 
For description see LRE 221 Religion in America 

LRE 251 (Directed Study) Introduction to the 
Old Testament Prof. Stanley Chesnut 

History, literature, religion of Old Testament: 
major books of Hebrew Bible (in English), Pen- 
tateuch, History, Prophets, Writings in historical 
contexts; Israelite religion, its development. 
Writing assignments, final exam. Strongly recom- 
mended for students planning upper-level work 
in Bible. 

CRE 341 Hinduism and Buddhism in the 
Modern World Prof. Gilbert Johnston 

How traditional faiths cope with modern prob- 
lems of secularism, materialism. Communism, 
war, hunger, poverty, environmental deteriora- 
tion; spiritual resources providing hope; signs of 
revival. Written assignments, midterm exam, 
paper. Prerequisites: CRE 240, 241. Offered 1982- 
83 and alternate years. 

LRE 341 The New Religions 

Prof. Stanley Chesnut 

Search for new spiritual understanding in West 
has resulted in rapid growth of "new religions," 
new ways of interpreting "old religions, "such as 
Western Zen, Transcendental Meditation, Scien- 
tology, Hare Krishna, occultism, astrology, rein- 
carnation, drug cults. Examining roots of quest 
for new religious consciousness. Seminar re- 
ports, research project, midterm, final exams. 
Prerequisite: CRE/LRE 110 or permission of 

LRE 252 (Directed Study) Introduction to the 
New Testament Prof. Stanley Chesnut 

Most important ideas, events of New Testament: 
Gospels; life, teachings of Jesus; Acts, letters of 
Paul, other letters. Book of Revelation; origins, 
principles of early Christianity. Writing assign- 
ments, final exam. Strongly recommended for 
students planning upper-level work in Bible. 

LRE 361 Twentieth Century Religious 
Thought Prof. Alan Carlsten 

Major religious thinkers of twentieth century, 
Gandhi, Barth, Bultmann, Tillich, Niebuhr, Bu- 
ber, Kung, Moltmann, analyzed, evaluated for 
contributions to religious thought, practice. 
Reading from primary sources. Three one-hour 
exams, final paper. 

LRE 253 (Directed Study) The Life and 
Teachings of jesus Prof. Stanley Chesnut 

Life, principle teachings of Jesus as recorded in 
Gospels of New Testament: Galilean, Judean 
ministries, Sermon on the Mount, parables, 
other sayings, final days in Jerusalem. Reading 
primary sources. Writing assignments, final 

LRE 320 Jesus of Nazareth 

Prof. Stanley Chesnut 

Who is Jesus of Nazareth? Study of four Gospels, 
life, teachings of Jesus, Jewish, Roman sources of 
thetime, mayanswerthequestion in Christianity, 
Western culture. Seminar, with students partici- 
pating fully in discussions, presenting reports. 
Major research project. Prerequisites: upper- 
class standing, previous academic study of 

CRE 370 The Zen Phenomenon: Its Oriental 
Roots and American Impact 

Prof. Gilbert Johnston 

Zen in relation to two other forms of Japanese 
Buddhism which have had significant impact in 
America: Pure Land and Nichiren. Origin, de- 
velopment in oriental context, examining nature 
of appeal to specific segments of American so- 
ciety, ways in which they challenge Chris- 
tian/secular American attitudes, values. Written 
assignments, paper or project, exam. No pre- 
requisite, but CRE 240 or CRE/CAS 243 recom- 
mended as useful background. 

CVS 386 Religion in Tomorrow's Environ- 

For description see VALUES SEQUENCE COLLO- 


Resident Adviser — Russian Studies — Sociology 


ACM 305 Resident Adviser Internship 

Student Affairs Staff 

Year long course for RAs. Forty-five hours class- 
room instruction duringautumn term; bi-weekly 
meetings, monthly complex meetings, on-duty 
rotation, periodic workshops constitute in- 
service training. Community, group de- 
velopment; communication, paraprofessional 
counseling; crisis intervention, first aid; conflict 
resolution; leadership, assertiveness, cross- 
cultural training. 


The program in Russian studies integrates the 
study of the Russian language with Russian his- 
tory, Russian literature, and contemporary Soviet 
reality. Students must complete at least two years 
of college-level Russian, and finish five courses 
dealing specifically with Russia: two in Russian 
history, two in Russian literature, and one in So- 
viet Area Studies. Each student in this program 
must also choose a field of specialization within 
Russian studies (usually language, literature, his- 
tory, or social sciences) consistingof at least four 
courses in addition to those listed above. When 
appropriate these courses may be independent 
ordirected studies, colloquia, and/orthesis prep- 
aration. All students will havean oral examination 
covering their entire program, in addition to the 
comprehensive examination in a field of speciali- 
zation or a thesis. 

CRU 301 Introduction to Russian Literature 
and Culture Prof. William Parsons 

Examination of Russian cultural heritage, survey 
of Russian literature from Pushkin to Solzhenit- 
syn. Readings, papers, lectures, films, discus- 
sions primarily in Russian. Offered 1982-83 and 
alternate years. 

CRU 302 Daily Life in Soviet Society 

Prof. William Parsons 

Daily life of Soviet citizen: family, education, 
youth organizations, economic pursuits, mass 
media, leisure activities, etc. Project in special 
field of interest. Prerequisite: two years of col- 
lege Russian. Offered 1981 -82 and alternate years. 

CAS 283 Soviet Area Studies 

For description see AREA STUDIES. 

For further courses see also HISTORY, 


The required courses for the sociology major are 
Introduction to Sociology, Statistical Methods, 
Research Design, and The History of Social 
Thought. In addition to these, each student 
selects six other sociology courses in consulta- 
tion with the Mentor. 

CRU 110 (Modes of Learning) 
CRU 102 Elementary Russian 

Prof. Vivian Parsons 

Intensive drill in understanding, speaking, read- 
ing, writinggrammatical, conversational patterns 
of modern Russian, reading from simple Russian 
prose. Written exercises, exams. CRU 110 or its 
equivalent prerequisite for 102. 

CRU 201/202 Intermediate Russian 

Prof. Vivian Parsons 

Review, completion of basic Russian grammar, 
continued work on conversational skills. Written 
exercises, exams. Prerequisite: CRU110/102. 

BSO 1 1 (Modes of Learning) 
Introduction to Sociology 

Nature of society; dynamics of social behavior 
through examination of means employed to in- 
vestigate social behavior. Possibility of "science 
of society," fundamental questions, applicability 
of scientific methods to questions sociologists 
must answer. Basic social issues. Exams. Prere- 
quisite for students planning to major in 




BSO 150 (Directed Study) Introduction to 

Basic tools, concepts of sociology. Science and 
social behavior, social organization, culture, 
socialization, primary groups, social stratifica- 
tion, complex organization, collective behavior, 
population, the family, education, religion, law, 
racial/ethnic relations, urbanization, techno- 
logical/political change. 

BSO 220 Racial and Cultural Minorities 

Conflict, accommodation, assimilation in major- 
ity-minority relations; social, historical, cultural, 
political, economic factors involved in racism, 
prejudice, discrimination. Two exams, research 

BSO 226 Social Stratification 

Prof. Michael Flaherty 

Systems of social ranking in human societies. 
Power, prestige, privilege as related to class dif- 
ferences; classasdeterminant of group interests, 
ideology, interaction; effects of social change, 
mobility on class structure. Exams. Prerequisite: 
BSO 110 or permission of instructor. 

BSO 250 (Directed Study) The Family 

The family as social institution; relationship be- 
tween society's family system, economy, tech- 
nology; the family as small group. Processes of 
attraction, conflict, accommodation which bring 
families together, pull them apart. Extensive 
essays on assigned topics. 

BSO 221 Juvenile Delinquency 

Prof. William Winston 

Juvenile delinquency from interactionist-label- 
ing perspective, providing basis of understand- 
ing delinquency, behavior in general. Collective 
nature of human behavior (symbols, language, 
gestures in formation of social action); inter- 
action between self, others; processive, emer- 
gent nature of human interaction; importance of 
seeing realityfrom point of viewofthoseengaged 
in action. Four exams, term paper. 

BSO 223 Social Problems 

Prof. William Winston 

Social problems as deviations from social norms : 
objective condition which can be verified by im- 
partial, trained observers; subjective definition 
as threat to values. Sociological concepts relating 
norms to development of human personality, fit- 
ting individual behaviors into social scheme, 
maintaining order so individual, group goals are 
achieved. Four exams. 

BSO 320 Social Structure and Personality 

Prof. Michael Flaherty 

Relationships between functioning of social sys- 
tem, behavior, attitudes of individuals with spe- 
cial reference to social, cultural factors in person- 
ality development, perceptual process; role be- 
havior in small group interaction. Research pro- 
jects, papers. Prerequisite: BSO 110 or per- 
mission of instructor. 

BSO/LSO 321 Sociology of Industry and 

Prof. Clark Bouwman 

Historical review of development of industrial 
system,organizationof labor, natureof American 
patterns of industry, labor. Labor, management: 
practices, ideologies; roles of government, law 
as agency, arbiter. Sociological approaches to 
formal, informal structures, manifest, latent 
functions, contrasting value systems. Term 
paper, midterm, final exams. Prerequisite: 
BSO 110. 

BSO/AHR 225 Introduction to Social Work 

Theoretical, value bases of social work practice. 
Optional volunteer field work experience in 
selected social service agencies. Recommended 
for students thinking of social work profession. 
Threeapplied papers; twoexamsandterm paper, 
or three exams. Prerequisite: introductory be- 
havioral science course. 

BSO 322 Social Gerontology 

Prof. William Winston 

Aging, age status as determinants of social in- 
teraction, social change. Theories of aging, re- 
search on life satisfaction, adjustment to aging; 
housing, medical, economic needs of elderly; 
death, bereavement; family life. Parent-youth 
conflicts, conflicts on institutional values, life 
goal changes, value continuity. Cross cultural, 
cross temporal comparisons. Research project 
on aging or generational conflict/continuity; two 
exams. Prerequisite: BSO 110. Other behavioral 
science courses recommended. 


Sociology — Spanish 

BSO 324 Criminology 

Criminality as socially dependent, culturally rela- 
tive concept, a subdivision of deviance punish- 
able through formal sanctions applied by political 
authorieswho evaluate, punish rule-breaking be- 
havior by means of "criminalization" process. 
Theories of criminal behavior, how legal 
processes attempt to control behavior. Papers, 
four exams. Prerequisite: BPO 110. 

BSO 325 Community Field Experience 

Apprenticeships (exploration into areas of stu- 
dent interest and community need) and in- 
ternships (concentrated training in area of stu- 
dent career or vocational interest) in carefully 
selected community agency areas. Contract with 
approval of instructor, field supervisor, defining 
job description, activities, responsibilities of stu- 
dent. Prerequisites: at least second semester 
Freshman standing, approval of instructor. Limit 

ISO 350 (Directed Study) London: A 
Representation of British Society 

For description see LONDON OFFERINGS. 

BSO 420 Sociology of Religion 

Scientific study of functions of religious institu- 
tions in societies; religious leaders, leadership; 
religious groups in American society; adapta- 
tions of religious institutions to modern needs, 
conditions. Exams. Prerequisite: BSO 110 or per- 
mission of instructor. 

BSO 426 History of Social Thought 

Theoretical foundations of modern sociology 
through examinations of works of Montesquieu, 
Comte, Marx, Tocqueville, Durkheim, Pareto, 
Weber. Contemporary theoretical issues in func- 
tionalism, conflict theory, symbolic interaction- 
ism, exchange theory, ethnomethodology. 
Twelve two or three page papers. 

BSO 326 The Family 

Contemporary American family in its cultural 
context; historical, economic factors involved in 
development of modern family; differences be- 
tween American family, family of other societies. 
Sociological, psychological variables in interper- 
sonal attraction, marital adjustment, socializa- 
tion of children. Two exams, two papers. Pre- 
requisite: introductory course in behavioral sci- 

BSO 328 Complex Organizations and 

Social, historical origins of complex organiza- 
tions, bureaucracies; empirical research on 
issues related to internal dynamics of bureaucra- 
cy; behavior of organizations in their social, cul- 
tural environments. Two exams, research paper. 
Prerequisite: BSO 110. 

BCM 260 Statistical Methods 

BCM 360 Research Design 

For description see STATISTICS 


A student may major in Spanish by successfully 
completing eight of the following courses: In- 
termediate Spanish I, Intermediate Spanish II, 
Survey of Spanish Literature, Survey of Spanish 
American Literature, Modern Spanish Novel, 
Latin American Novel, Modern Spanish Drama, 
Golden Age Drama, Cervantes, Advanced Com- 
position, The Artistry of Federico Garcia Lorca I, II 
(directed study). One of the two Hispanic Area 
Studies (Latin American or Spanish) is required. 
Study abroad in the Junior year is strongly 

BSO 350 (Directed Study) American 

Descriptive, comparative study of history, pre- 
sent status of five American ethnic minorities, 
choosing, writing four-part essay, on five from list 
of eight: Blacks, Jews, Italian-Americans, Puerto 
Rican-Americans, Japanese-Americans, Chinese- 
Americans, Mexican-Americans, American Indi- 
ans. Prerequisite: introductory course in behav- 
ioral science. 

CSP 110 (Modes of Learning) 
CSP 102 Elementary Spanish 

Prof. Pedro Trakas 

Intensive drill in understanding, speaking, writ- 
ing Spanish. Vocabulary presented through dia- 
logues, varied exercises. Speeches, independent 
lab practice. Weekly review, test based on entire 
week's work. Prerequisite for 102: 110. 



CSP 201 Intermediate Spanish I 

Prof. Pedro Trakas 

Continuation of 110-102. Intensive grammar re- 
view with corresponding pattern drills. Weekly 
speeches on social problems, items of current 
concern. Independent lab practice weekly. All 
work in Spanish. Final written/oral exam. Prere- 
quisite: 110-102 or equivalent, permission of 

CSP 202 Intermediate Spanish II 

Prof. Pedro Trakas 

Literature as basis for improving understanding, 
speaking, reading, writingSpanish. Bookof short 
stories, play, novel. All work in Spanish. Weekly 
tests, final exam. Prerequisite: 201 orequivalent. 

CSP 301 Survey of Spanish Literature 

Prof. Frank Figueroa 

Representative Spanish writers from all periods, 
genres of literature; one complete work; litera- 
ture as vehicle for cultural understanding. Oral, 
written exercises, literary analysis to acquire 
deeper appreciation of literature while sharpen- 
ing skills. Midterm, final exams. Prerequisite: 
third-year proficiency in Spanish. u15 

CSP 302 Survey of Spanish American 
Literature Prof. Frank Figueroa 

Works of Spanish American authors, one com- 
plete work, with emphasis on nineteenth, twen- 
tieth centuries. Language skills through use of 
oral, written exercises. Distinctive content, spirit 
of Spanish American literature. Midterm, final 
exams. Prerequisite: third-year proficiency in 

CSP 401 The Modern Spanish Novel 

Prof. Frank Figueroa 

Most representative novelists from Generacion 
del '98 to present. All work in Spanish. Midterm 
exam, research paper (at least 15 typewritten 
pages) on topic approved by instructor. Prere- 
quisite: 202 or equivalent, or permission of 

typewritten pages) on topic approved by instruc- 
tor. All work in Spanish. Prerequisite: 301-302 or 
permission of instructor. 

CSP 403 Modern Spanish Dramas 

Prof. Pedro Trakas 

Works of best modern playwrights from Be- 
navente to present. Three questions, answers on 
each play weekly. All work in Spanish. Midterm, 
15-25 page term paper. Prerequisite: 301-302 or 
equivalent. Offered 1982-83. 

CSP 404 Golden Age Drama 

Prof. Pedro Trakas 

Reading, analyzing most representative plays of 
period, including works by Lope, Tirso, Calder- 
on, Alarcon, Castro, Moreto, Cervantes, Rojas 
Zorrilla, Mira de Amerscua. All work in Spanish. 
Midterm, 15-25 page term paper. Prerequisite: 
301-302 or equivalent. Offered 1982-83. 

CSP 405 Cervantes 

Prof. Pedro Trakas 

Life, works of Miguel de Cervantes, critical analy- 
sis of Don Quijote, report on one of Novelas ejam- 
plares. All work in Spanish. Midterm exam, 15-25 
page term paper. Prerequisite: 301-302 or 

CSP 406 Advanced Spanish Conversation 

Prof. Pedro Trakas 

Developing through intensive practice in speak- 
ing, listening, highest possibledegreeof fluency, 
correct pronunciation, intonation. Topics of cur- 
rent events, lists of idioms, colloquialisms, vo- 
cabulary distinctions. Weekly talks constitute oral 
test; final oral exam. Prerequisite: 202 or its equi- 

CSP/CLI 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca 1,11 

Prof. Pedro Trakas 

Study, analyze art forms engaged in by Lorca, 
reading his major literature. Three term papers in 
Spanish for students who have completed 202; in 
English for other students. 

CSP 402 Spanish American Novel 

Prof. Frank Figueroa 

Selected works by Spanish American novelists 
following chronological order to give clear 
understanding of literary development in New 
World. Midterm exam, term paper (at least 15 

CAS 281 Latin American Area Studies 
CAS 287 Spanish Area Studies 

For descriptions see AREA STUDIES 


ech — Statistics and Research Design — Swedish — Teaching English as a Second Language 


LSH 222 Speech Communication 

Prof. Alan Carlsten 

Developing skills in interpersonal, group and 
public speech communication. Analysis, con- 
structive critique of performances aided by au- 
dio-visual equipment. Group, individual proj- 
ects. Three written assignments (25 percent of 
grade), five oral projects (50 percent), final exam 
(25 percent). 

LSH 224 Communicating in a Technological 

Prof. Alan Carlsten 

Techniques of effective writing, public speaking 
in business, professions, sciences. Writing clear, 
precise letters, reports, lectures. Oral presenta- 
tions video-taped as aid in effective voice, ges- 
ture, posture patterns. Oral presentations, quiz- 
zes, two-hour exams. 


dures developed to increase likelihood that infor- 
mation gathered will be as relevant, reliable, un- 
biased as possible. Principles of scientific method 
as they apply to social sciences; elementary com- 
mand of techniques used in modern research. 
Assignments, two tests, final exam. Prerequisite: 
introductory behavioral science course, sta- 


LSW 150/151 (Directed Study) Swedish I, II 

Prof. Alan Carlsten 

Intensive drill in understanding, speaking, read- 
ing, writing Swedish. Forty - lesson taped Swed- 
ish government program. Radio Sweden taped 
program, texts. Quizzes, final written/oral exam. 

LSW 250, 251 (Directed Study) Swedish 11, III 

Prof. Alan Carlsten 

Advanced Swedish grammar, writing: drill in 
understanding, speaking. Short stories provide 
skill in reading; Radio Sweden taped broadcasts. 
Quizzes, final written/oral exam. Prerequisite: 
LSW 150. 


NMA 1 33 Statistics, An Introduction 

For description see MATHEMATICS. 

LSW 350, 351 (Directed Study) Swedish III, IV 

Prof. Alan Carlsten 

Intensive study of Swedish literaryfigures. Lager- 
lof, Strindberg, Lagerkvist, Bergman; Stock- 
holm's Dagens Nyheter (Sunday edition) read in 
Swedish. Conversation, writing skills. Papers, 
exam. Prerequisite: LSW 250. 

BCM 260 Statistical Methods 

Principles of descriptive, inferential statistics, de- 
veloping intuitive understanding, application of 
basic principles, techniques to real life situations 
in reasoned, relatively sophisticated fashion. 
Weekly quizzes, exams, research project. No 
mathematical preparation beyond algebra 
assumed. Prerequisite: introductory behavioral 
science course, or Sophomore, Junior, Senior 
status. This course or its equivalent required for 
students with concentrations in behavioral scien- 
ces. Creditnotgivenforthiscourseand NMA133. 

BCM 360 Research Design 

Prof. William Winston 

Purpose of research is to discover answers to 
questions through application of scientific proce- 


The B.A. in TESL is designed to prepare students 
for a career in teaching English as a second lan- 
guage. The program consists of four areas and 
includes these requirements: linguistics (Gener- 
al Linguistics, Structure of English, English Mor- 
phology, History of English Language, modern 
iforeign language study); cultural (American Civi- 
lization); pedagogical (Methods of Teaching Lan- 
guages, teaching internship); and professional 
(Senior seminar). Students will also take one 


''''' ''' "j'f :::ii!i!;::::rlii 


Teaching English as a Second Language — Theatre 

course each in the social sciences, American stu- 
dies, and education, and will complete a Senior 

CTE/CAN/LLI 230 Linguistics 

For description see ANTHROPOLOGY 

CTE 235 Structure of Modern American 

Analysis of grammar, syntax, phonetics of stan- 
dard American English. Correct usage of written, 
spoken, English. Quizzes, final exam. 

CTE 238 English Morphology 

Study of parts of words : prefixes, roots, suffixes, 
endings, with emphasis on inflectional, deriva- 
tional morphemes (units of the English lan- 
guage), Latin, Greek roots. Readingassignments, 
homework, quizzes, midterm, final exams. In- 
structor's approval required for enrollment. 

CTE 336 Methods of Teaching Languages 

Teaching methods, model demonstrations, staff, 
student lesson presentations. Modern methods 
of teaching pronunciation, grammar, vocab- 
ulary, pattern practices, construction of tests, use 
of language lab. Lab drills, tests. Students de- 
velop own styles, test assumptions and practices 
through class presentations, instructor's per- 
mission required for enrollment. 

CTE 337 Methods of Teaching English as a 
Second Language 

Readings, discussions, model demonstrations, 
lesson presentations, audio-lingual approach. 
Teaching grammar, reading, writing, speaking, 
constructingtests, use of language lab. Labdrills, 
tests. Prerequisite: linguisticscourseand instruc- 
tor's approval. 

CTE 338 Text Evaluation and Curriculum 
Development in TESL 

Selecting, evaluating modelsof linguistic analysis 
in TESL;analyzing factors in curriculum develop- 
ment. Analyzing text materials in audio-lingual, 
grammar theory approaches to language learn- 
ing. Training students in technical skills, con- 
cepts. Materials, curriculum for specific linguistic 
goals. Reports, simulation projects. Prerequisite: 
Junior or Senior in TESL, or permission of 

CTE 435 Senior Seminar in TESL 

Analyzing problems of teaching TESL to national, 
multinational groups. Principles of educational 
psychology, methodology of second-language 
acquisition, processes by which children, adults 
acquirespecifiedelementsof language. Oral pre- 
sentations, final independent professional pro- 
ject. Prerequisite: SeniorinTESLorpermissionof 


The Theatre program at Eckerd has two important 
functions: to provide the serious and talented 
theatre student with the theoretical, historical 
and practical fundamentals of the field; and to 
serve as a cultural resource for the college and 
community. Therefore, anyone is encouraged to 
join the department's creative efforts onstage 
and backstage whether student, staff or towns- 
person. The academic requirements for Theatre 
majors are 12 courses in the area which will in- 
clude the following core program: The Human 
Instrument, Basic Acting Technique, Stagecraft, 
Theatre Projects (two semesters). History of 
Theatre (two semesters). Seminar in Theatre: 
Realities. Each student is expected to concentrate 
on a major creative work as a Senior project. 
Some time should be spentawayfromcampuson 
an apprenticeship in study at a major theatre cen- 
ter (generally London), or on a special summer 
program of participation in the performance arts. 
The Palisades Theatre Company, a touring en- 
semble specializing in work with young people, is 
based in St. Petersburg and provides professional 
resources for the Theatre program. 

ATH 110 (Modes of Learning) 

The Human Instrument: Body and Voice as a 

Means of Expression 

Acting, simply defined, is transforming ideas, 
feelings the actor has about a character in a play 
into movements, vocal qualities; the means of 
expression, or instrument, is the actor's own 
body, voice. Experience, aids in transformational 
process through physical, vocal exercises, crea- 
tive projects, exploration. 



ATH 117 (Modes of Learning) 
The Living Theatre 

Prof. Richard Rice 

Overview of theatre arts; practical, aesthetic con- 
sideration of various areas of theatrical produc- 
tion: performance, theatre technology. Class cri- 
tiques of dramatic productions on campus. Prac- 
tical application: short scenes in class, participa- 
tion onstage and/or backstage in Lunchbox 
Theatre Series. Papers, two or more theatrical 
projects (acting, directing, designing), two 

ATH 261 Stagecraft 

General principles, procedures for constructing 
the stage picture. Crafts, techniques of set, prop- 
erty construction, scene painting, stage lighting. 
Vocabulary of the stage, projects involving gener- 
al scenic problems. Field trips to professional 
scene shops in area. 

ATH 262 Theatre and the Mass Media 

Viewing, discussingtheatrical, filmic, videotaped 
performances. Basic characteristics of each, ex- 
tent of their interdependence, particular prob- 
lems of adaptation from one form to another. 
Papers, exam. Offered 1982-83. 

ATH 263 Basic Acting Technique 

Use, development of basic tools of actor through 
discussion, practice: theatre games, improvisa- 
tions, acting exercises. Development of acting 
tools: stage "presence", senses, memory, 
memories, powers of obser\'ation, imagination, 
responsiveness to sensory stimuli. Preparing, 
presenting several scenes from major plays. 
Weekly actor's journal. 

ATH 266 Theatre Projects 

Experience in performance, production under 
supervision of theatre faculty, staff in lab situa- 
tions. Credit depends on completion of three 
units chosen from following. Production labs: 
publicity, costumes, lights, sound, scenery, 
props, makeup, house management. Perform- 
ance labs: audition repertory, touring, lunchbox 
theatre, premiere series, classic series, stage 
management, choreography. Lab sections week- 
ly for one-hour prep or critique session; may be 
repeated for credit. Offered 1982-83. 

ATH 267 Musical Theatre Workshop 

History, performance technique of the musical, 
America's unique contribution to theatrical arts. 
Derivation, stylisticdevelopmentof form; artistic 
aspects of performance through lab production 
of scenes. Reports. May be repeated for credit. 
Offered 1981-82 and alternate years. 

ATH 276 Dance I 

Dance as performing art; relationship of dance, 
theatre; dance in musical theatre. Basic tech- 
niques of jazz, modern dance, ballet. Partici- 
pation in various dance projects, including 
semester dance concert. Limit 18. 

ATH 363 History of Theatre: Classic 

Shaping forces, theatrical forms in Western civi- 
lization from Greek Golden Age to Romanticism. 
Survey of dramatic literature, production styles. 
Overviewof drama, not as isolated artform but as 
reflection of particular society at particular time. 
Selected scenes, period acting styles. Research, 
papers, final project. Offered 1981-82 and alter- 
nate years. 

ATH 364 History of Theatre: Modern 

Prof. Richard Rice 

Modern theatre as social and artistic institution. 
Theatrical trends from Ibsen, Strindberg to pre- 
sent day. Videotaped examples, scenes per- 
formed by class chosen from assigned plays. Re- 
search, papers, final project. Offered 1982-83 and 
alternate years. 

ATH 365 Lyric Theatre 

Prof. Richard Rice 

Exploring, analyzing different forms of music, 
drama combinations: opera seria, opera buffa, 
folk opera, singspiel, operettas, emphasis on 
American musical. Solving creative problems 
faced by composer, librettist. Production of 
scenes from wide variety of gen res. Quizzes, final 
creative project. Offered 1982-83 and alternate 




ATH 366 Characterization and Scene Study 

Prof. Richard Rice 

Continuation of Basic ActingTechnique: charac- 
ter development, role analysis, motivation and 
intercharacter relationships; improvisational re- 
hearsal techniques. Participation in campus pro- 
duction, research, characteranalysis papers. May 
be repeated for credit. Prerequisite: ATH 263 or 
permission of instructor. 

ATH 367 Theatre Internship 

Supervised work in college, community, profes- 
sional theatre productions on internship basis. 
Advanced students may audition for overseas 
touring program. One to four course credits, de- 
pending on amount of time, responsibility in- 
volved. Production journal, assessment by off- 
campus supervisor, final written report. Permis- 
sion of Theatre Mentor required. 

ATH 376 Dance II 

For students with some experience, and for stu- 
dents interested in special projects in choreogra- 
phy, dance performance. May be repeated for 
credit. Permission of instructor required. Limit 
18. Offered 1981-82 and alternate years. 

ATH 377 Choreography 

Principles, techniques for creative dance com- 
position. Traditional conbinations in classical bal- 
let, modern, jazz styles, tap, ethnic patterns. Ad- 
vanced students assigned as choreographers to 
major production. Research, experimentation in 
campus recitals, production involvement, final 
project. May be repeated forcredit. Offered 1982- 
83 and alternate years. 

ATH 460 Film Aesthetics 

Film masterpieces viewed, discussed: what is 
film, how does it differ from other forms; what is 
language of film; what has been historical de- 
velopment of film? Two exams, one to three 

treatment of human condition enhances our 
values systems. Research, panel discussion 
leadership, papers, final project. Offered 1981-82 
and alternate years. 

ATH 462 Seminar in Theatre: Realities 

Prof. Richard Rice 

Vocational/avocational options, alternatives in 
field of theatre. Contracts, auditions, unions, 
non-Broadway career options, starting a theatre, 
graduate school, etc. Audition repertory, port- 
folio, production records, videotapes. Guest lec- 
turers when available. Panel discussion lead- 
ership, research, final project. Offered 1983-84 
and alternate years. 

ATH 463 Seminar in Theatre: Tragedy and 
Human Dignity 

The tragic genre in dramatic literature, its signifi- 
cance in human culture. Greek playwrights Aes- 
chylus, Sophocles, Euripides; changes in tragic 
mode beginning with Shakespeare, including 
works of such writers as Racine, Goethe, Buch- 
ner, Ibsen, Miller. Papers, exams. Offered 1982- 
83 and alternate years. 

ATH 470 Scenography 

Total production design: coordination of all 
aspects of costume, scenery, lighting into whole 
production. Basic design elements, concepts; 
techniques of scenic rendering, construction. 
Advanced students selected to design season 
productions. May be repeated for credit. 

ATH 472 Directing 

Prof. Richard Rice 

Study and practice theories, techniques of direct- 
ing plays: director's analysis of play, rehearsal, 
organizational procedures from script to produc- 
tion. Production ofclass provide menu for Lunch- 
box Theatre Series. Reports. May be repeated for 
credit; those repeating may experiment with 
original plays, chamber theatre, period styles. 

ATH 461 /AVS 481 Seminar in Theatre: 
Theory and Value 

Prof. Richard Rice 

Reality, illusion, roleplaying, stereotypes, tragic/ 
comic, scripting, motivation as terms in theatrical 
practice and in everyday life, in search for under- 
standing of human behavior, values. Master- 
pieces of dramatic literature reveal why their 

ITH 365 Theatre in London 

For description see London Offerings. 


Values Sequence Colloquia, Behavioral Science — Creative Arts 


Behavioral Science Collegium 

BVS 332 Consumer Behavior and 
Consumerism Prof. Joseph Bearson 

Contributions of behavioral disciplines (psychol- 
ogy, sociology, anthropology) to understanding 
consumer decision-making process. Impact of 
consumermovementon law, agencies of govern- 
ment, the press, private sector. Value issues of 
consumerism, steps taken to meet its demands 
through new emphasis on consumer affairs in 
business. Paper, two midterm, final exams. 

BVS 367 Ethics and Management: Theory 
and Practice 

Prof. Bart Tebbs 

Role of values in managerial decision making, 
individual responsibilities to organization, orga- 
nization's responsibilities to individual. Role of 
individual in organizations from perspective of 
personal, institutional values. Case studies, for- 
mal, informal presentations, midterm tests, writ- 
ten/oral case analysis. Limited to Juniors/Seniors. 

BVS 430 The Social (Economic) Construction 
of Reality 

Prof. Peter Hammerschmidt 

Waysinwhich human beings, communitygroups 
interact, methods they adopt, create to bring to 
fruition their shared values. Creation, operation 
of institutions, bureaucracies as they affect so- 
cial, economic environment. Presentations, final 
paper and/or exam. 

BVS 466 Problems of the Future 

Prof. Claud Sutdiffe 

What are main characteristics of the society you 
would like to live in? What will main characteris- 
ticsoftypical "post-industrial" societyof 2030 be? 
Will you like politics of that society? Why, why 
not? What can you do to make future more like 
kind of society you want to live in? This collo- 
quium starts with these questions; where it goes 
is up to you. Two papers: one on your view of 
future; oneon political implicationsofyourview. 

Creative Arts Collegium 

AVS 362 Creative Listening 

Prof. William Waters 

Improving levels of listening on three planes: 
sensuous, expressive, musical, stressing music as 
aural art form. Listening to great variety of music: 
learning to hear musical texture, tone color, 
rhythm, melodic form, etc. Open to Juniors/Sen- 

AVS 363 Music and Values 

Prof. Donald Fouse 

Music has always dealt with great issues of life, 
including truth, beauty, meaning of existence, 
God, self-identity, human relationships. Music 
from seventeenth century to present, noting 
these values, their formation, style, interpreta- 
tion, influence on listener. Cultural, social influ- 
ence, musical style. No previous musical know- 
ledge needed, emphasis on music listening, in- 
terpretation within student's background, class 
discussion. Three essay exams. 

AVS 364 The School: Locus of Culture and 
Change Prof. Kathryn Watson 

Every culture devises ways to perpetuate itself, 
educate its young; in our society, schools trans- 
mit cultural values, socialize young for adult 
roles. Schools have similar systematic character- 
istics, but are distinguished by norms, values re- 
flected in unique behavior patterns. Observing 
programmatic, behavioral regularities of schools 
using ethnographic techniques; schools as cul- 
tures; change strategies, applications; schoolsas 
microcosms of larger culture. Term paper, inde- 
pendent field study, midterm, final exam. 

AVS 380 The Goddess in Literature 

Prof. Nancy Carter 

Myths, archetypes surrounding the Goddess, 
"godtalk", "godthinking" by studying Christian 
mystics, Jungian psychologists, contemporary 
poets, novelists, theologians; our own values, 
spiritual search; images, symbols of the God- 
dess. Papers/presentations, final exam, final pro- 


'''■"^^ IIi1 |ii;!::;;;;j||f"'i||:i::::;ii' 

Values Sequence Colloquia^ Creative Arts — Comparative Cultures 

AVS 382 Poetry and Values in 
Contemporary America 

Poems of twentieth century American poets, ex- 
ploring relationships as evidenced in poems of 
humankind's relation to nature, society, science, 
religion, truth, beauty, all subjects of poets from 
Frost, Eliot to Ginsberg, Dickey. Role poetry 
plays, does not or can play in these relationships. 

AVS 383 Psychology of Consciousness 

Prof. Tom West 

Study of the person has centered primarily on 
observable, measurable behavior. With rise of 
humanistic psychology, phenomenon of con- 
sciousness has gained in popularity. Exploring 
consciousness, how it can be altered, studied; 
states of consciousness more conducive to crea- 
tivity. Faculty from all disciplines in Creative Arts 
discuss, demonstrate their approach to creative 
endeavor. Croup, individual projects, class pre- 
sentation, midterm, final exams. 

AVS 384 Twentieth Century American 
Women in the Arts 

Prof. Nancy Carter 

Contributions of American women artists; 
values, problems affecting them from 1935 to 
present. Traditions influencing women as per- 
sons, artists. Within context of values questions 
raised, examining works by women in various 
media:dance, visual arts, prose, poetry, film, 
photography, etc. Midterm project, final paper. 
Limit 25. Offered 1981-82 and alternate years. 

AVS 386 Ethical Issues and the 
Helping Professions 

Prof. Sarah Dean 

Helping professions from broad societal per- 
spective, counseling, therapeutic point of view. 
Relationship between professional ethics, social 
values. Roleof individual helperasdecision mak- 
er within legal/ethical circumscription. Position 
paper, class presentation, final exam. Limit 25. 

AVS 388 The Art Experience 

Prof. Margaret Rigg 

In first phase of course, exploring art works week- 
ly on critique day, in medium of student's choice: 
visual art, music, drama, dance, creative prose, 
poetry, art criticism, in second phase, each stu- 
dent presents a well-known artist, livingordead, 
as final project. Every student must attend all 

AVS 389 Leisure Services Concepts 

Prof. Claire Stiles 

Understanding, appreciatingvalues, attitudes to- 
ward leisure/recreation. Work ethic, definitions 
of leisure, play theories, organized recreation, 
social forces affecting leisure/recreation today. 
Developing, putting into operation student's 
own concept of leisure/recreation. Reports, 
group projects, unit exams, term paper. 

AVS 481 /ATH 461 Seminar in Theatre: 
Theory and Values 

Prof. Richard Rice 
For description see ATH 461 . 

AVS 484 Issues in Education 

Prof. Richard Bredenberg 

For students in final phase of Education major. 
Forces influencing teaching, traditional, tran- 
sitional, radical perspectives. Theories of motiva- 
tion, alternate models to public education, mean- 
ing of professionalism, characteristics of good 
teachers, relationship of values to teaching. Stu- 
dents prepare philosophical statement of per- 
sonal, professional goals. 


CVS 382 One World 

Prof. William Parsons 

International organizations that unite people, 
special interest groups, governments meeting 
problems of increasingly interdependent world. 
Values inherent in United Nations, World Coun- 
cil of Churches, International Communist 
Movement; additional international organiza- 
tion researched independently, reported to class 
in oral/written presentation. Research paper. 

CVS 383 Primitive and Folk Art 

Prof. H end rick Serrie 

Graphic arts of technologically simple cultures 
around the world, through perspectives of art, 
anthropology. Styles, functions, broadercultural 
contexts of range of objects. Quizzes, exams, 
visual project or paper. Offered 1981-82 and alter- 
nate years. 


Values Sequence Colloquia, Comparative Cultures — Foundations — Letters 

CVS 385 The Cultural Environment of 
International Business 

Prof. Hendrick Serrie 

Challenge of conducting business operations 
successfully in cultural environment distinct 
from one's own. Role of culture on economics, 
managerial behavior in religion, values/attitudes, 
social organizations, education, technology/ 
material culture, political environment, law. 
Quizzes, term paper. 

CVS 386 Religion in Tomorrow's 

Prof. Gilbert Johnston 

Anticipating drastic changes in our way of life in 
the near future as population pressure, food/ 
energy shortages, natural resources depletion, 
pollution combine to shatter the dream of un- 
limited growth, progress. Role of religious values 
in coping with environmental concerns. Basic 
ecological facts/principles; familiarity with va- 
riety of present-day experiments, points of view; 
planning, carrying out alternate life style project. 
Unit tests, term project. 

CVS 483 Culture from the Inside Out 

Prof. Dudley DeCroot 

Exploring problems of getting inside another cul- 
ture: other cultures are sifted through the screen 
of our own enc uitu ration, with observations con- 
taining projections from our own value systems, 
cultural experience. Understanding cultures 
from the inside out, Emic aspects, values, percep- 
tions, feeling states, deeply rooted assumptions 
central to experiencing, understanding any cul- 


FWH 181 Western Heritage I 

Exploring antiquity, the middle ages, the Renais- 
sance through masterworks of Western civiliza- 
tion. As the first course in general education, it 
introduces emphasis on values, and the four 
perspectives: aesthetic, crosscultural, environ- 
mental, social relations. Lectures, discussions. 
Papers, midterm, final exams. 

through literature, the arts, scientific accom- 
plishments, other major intellectual writings. 
Lectures, discussions. Papers, midterm, final 


LVS/LAS 201 Western Civilization 

Who are we? Where did we come from? Where 
are we going? What is civilization? Is it described 
only in terms of its "high culture?" Are we civil- 
ized or is Western civilization grinding to a well- 
deserved halt? Attempt to answer these ques- 
tions through Kenneth Clark's film series "Civi- 
lization," key cultural documents from eleventh 
to twentieth centuries. Intended to initiate Soph- 
omores into Letters Collegium, but open to all 
upperclass students. Six papers, midterm, final 

LVS 302 Justice, Law and Community 

Prof. Felix Rackow 

Persons living in social groups, state, city, family, 
need to understand "community," interrela- 
tionships of "law," "justice." Nature of law, its 
purposes and means necessary to effectuate pur- 
poses; limits of law's efficacy; relation of law to 
justice, morality; how law changes, grows histor- 
ically in different communities. Term papr, mid- 
term, final exams. 

LVS 303 The Scientific Revolution and 
Human Values Prof. Peter Pav 

Scientific Revolution as transvaluation of West- 
ern society from theocentrism to scientific secu- 
larism, considering three traditions: organic, 
magical, mechanistic. Student-led seminars on 
Copernicus, Kepler, Galileo, Bacon, Boyle, Des- 
cartes, Newton, topics such "science and reli- 
gion," "science and society." Philosophical, his- 
torical generalizations, relation totraditional reli- 
gion, social roots, impact. Presentations, term 
paper, two exams. 

FWH 182 Western Heritage II 

Sequel to Western Heritage 1. Exploring more 
recent periods of Western civilization: the En- 
lightenment, Romanticism, the 20th century 



Values Sequence Colloquium, Letters — Natural Sciences 

LVS 306 American Myths 

Prof. William McKee 

Social myths are dramatic images expressing a 
people's concept of what they are, hope to be. 
Myths in American history, literature, religion 
which shape Americans' understanding of their 
identity, history. Individual research in role of 
myth in American history, culture. Major term 
paper, final exam. 

democratic society; may include speculation 
about future prospects of American capitalism. 


LVS 307 Rebels with a Cause: 
Radicals, Reactionaries, and Reformers 

Prof. Carolyn Johnston 

Reform, radical ideology, movement in U.S. in 
nineteenth, twentieth centuries. Values as deter- 
minants of expressions of dissent; political re- 
sponsibilities; personal consequences of pro- 
test, civil disobedience. Populism, progressiv- 
ism; nationalist, civil rights, peace, feminist 
movements. Paper, short essays. 

LVS 308 Experience, Values and Criticism 

Prof. Keith Irwin 

Critical judgment involves ordering experiences 
according to values. Whether movie, TV show, 
music, art, poetry, novel or play, criteria of value 
are involved when we say, "I like this better than 
that." Criticismsof estheticexperience in light of 
someof today's theoriesofvalue. McLuhan, Son- 
tag, Langer, Hauser, Fielder, Brooks, Sartre, 
others from Freudian, Marxist, Existentialist, 
Christian theories. Formal critical statements on 
works in at least two media. 

LVS 309 Becoming Visible: Sex, Gender, and 
American Culture 

Prof. Carolyn Johnston 

Changing perspectives on what it means to be 
male, female in U.S.; contemporary feminist 
movement challenging patriarchal values, stimu- 
lating dramatic changes in political, economic, 
social status of women. Historical origins, 
sources of values concerning masculinity, femi- 
ninity. Journal, final exam. 

LVS 310 The American Industrial State 

Prof. William McKee 

Historical development of components of the 
modern American industrial state: development 
of corporation, organized labor, changing pat- 
terns of business leadership, growth of regula- 
toryfunction. In historical context, value issues in 
defining roles of business, labor, government in 

NVS 481 Human Nature and Human Values 

Prof. Irving Foster 

Scientific discoveries si nee 1500 have altered radi- 
cally views of ourselves, our relationship to uni- 
verse. Exploring questions: Are modern scien- 
tific views of human nature compatible with the 
traditional judaeo-Christian value system? Re- 
sponsible for an apparent shift away from the 
traditional system? Student led discussions, two 
papers, final long research paper. 

NVS 482 The Oceans and Man 

Prof. John Ferguson 

Oceanic environment, its significance, stew- 
ardship of resources. Concern for values in res- 
olution of conflicting demands, uses. Physical 
properties of earth, seas: plate tectonics, nature 
of sea water, waves, tides, currents, etc. Practical 
aspects: problems in fisheries; oil, mineral re- 
source development. Influence of seas on past, 
present, future civilization; exploration, com- 
merce, sea power, sea law, inspiration of sea to 
arts, other endeavors. 

NVS 483 Ecology, Evolution and 
Natural Resources 

Profs. George Reid, Sheila Hanes 

Human values as defined by judaeo-Christian 
tradition in dealing with environmental, social 
issues, evolutionary future of human culture. 
Ethical ways to deal with issues through study of 
evolution, geological processes, interrela- 
tionships between organisms, envionment; im- 
pact of man. Paper, oral presentation on topic/ 
project of student's choice. 

NVS 484 Toward the Year 2000 

Prof. Richard Neithamer 

Future of science, technology. Seminar format, 
topics determined by student interest, concern. 
Groups research, present position papers; mor- 
al, ethical aspects discussed, debated by entire 


group; interdisciplinary, each student assuming 
position of responsible professional in own disci- 
pline. Research paper on topic of student's 
choice relating to aspect of science, technology 
in future. Open to juniors/Seniors. 

NVS 485 Marine Mammals: Their Biology 
and Interactions with Man 

Prof. John Reynolds 

Whaling, harvest of harp seal pups, motorboat 
collisions with manatees are situations in which 
marinemammals, humans interact, usuallytode- 
triment of former. Basic biology of marine mam- 
mals: whales, dolphins, porpoises, sea otters, 
seals, walruses, manatees; scientific, moral, 
ethical issues; controversial points of view, 
issues resulting from interactions. Informal de- 
bates, ests. 


IVS 379/IAR 279 Florence Seminar, see ITALY 

IVS/IAS 398 London Colloquium, see 



Please see ART 


See page 80 






Autumn term (August15-September6in1981) isa 
three-week introduction to college life for Fresh- 
men, consisting of one academic project, plus 
orientation, testing, and registration. New stu- 
dents choose from among fifteen or so courses 
offered by the professors who thus become their 
Mentors (advisors) and their Foundations in- 
structors for the Freshman year. Typical autumn 
term offerings in recent years have included Fan- 
tasy Workshop, Our Ethnic Heritage, Power in 
American Society, Medicinal Chemistry: From 
Potions to Pharmaceuticals, Casual and Contrac- 
tual Human Relationships, and Roots of Ritual. 
See the autumn term brochure available from 
Foundations or Admissions. 

FDN 1 Living in the USA (Especially for 
International Students) 

Profs. Carolyn Johnston 
Dudley DeCroot 

Introduction to living in the U.S. and Florida, 
analyzing everyday problems, college living, 
comparative customs, systems, attitudes. Amer- 
ican literature, health care, police matters, 
sports, working, education, religion, politics, im- 
proving language skills. Resource people, field 
trips. Daily journal, analytical papers, final pro- 
ject reflecting autumn term experiences. 



Neither regular semester nor directed study 
courses are taken as winter term projects. Off- 
campus independent study projects may be 
taken only by students above Freshman standing 
for whom the off-campus location is essential to 
the nature of the project itself. 

Descriptions of winter term projects are pub- 
lished in a separate catalog, available about June 1 
of each year. The winter term catalog contains 
complete information on registration and other 
procedures related to winterterm. Additions and 
corrections to the winter term projects listing are 
published early in the fall semester. 

As an indication of the range of educational 
opportunities available through Eckerd College 
during the winter term, the following is a list of 
project titles offered in the past. 

On Campus: Theatre Production; Clay Work- 
shop: Raku Technique; Project in Elementary 
Education Methods; Flags and Banners: Fiber 
Art; Women in Sport; Music in the Twenty-First 
Century; Image of Imprisonment in Recent 
American Writing; Subcultures and Deviance; 
Psychology and Medicine; Operation Enterprise 
(American Management Association);Manage- 

ment in the Year 2,000; Human Ecology; The 
Energy Problem: Now and the Future; Simple 
Living; The Economics of Public Issues; Speak- 
ing Russian; Developing Expository Writing; Im- 
ages of Women in French Literature; The South 
in American History; The Art of Biography; Uto- 
pian Technology and Anarchy; Varieties of 
Socialism Since Marx; The New Religions; Pers- 
pectives on Violence; Florida's Exotic Plant Life; 
The Basics of Color Photography; Mathematical 
Modeling; Computer Project; Really Close En- 
counters; Chemistry, the Environment and the 

Off-Campus: Music in England; The Lively Arts in 
London; The Economic Effect of Management, 
Government, Labor Unions on Technology, 
Trade and Productivity in Great Britain; Roots: 
Novelists on Their Home Ground; English Cul- 
tural Heritage; Social Issues in Contemporary 
Britain; English Science Fiction and Fantasy; 
International Banking in the Caribbean (Cayman 
Islands); The Dry Tortugas Expedition on the Brig 
Unicorn; The Art and Architecture of Renais- 
sance Florence and Venice; Mexico: Language 
and/or Culture; Shapes of the Land of Enchant- 
ment (New Mexico). 



At Eckerd, learning and standards are not viewed 
as restricted to the classroom. The college cher- 
ishes the freedom that students experience in the 
college community and in the choices they make 
concerning their own personal growth. At the 
same time, each student, as a member of a Christ- 
ian community of learners, is expected to contri- 
bute to this community and to accept and live by 
its values and standards: commitment to truth 
and excellence; devotion to knowledge and 
understanding; sensitivity to the rightsand needs 

of others; belief in the inherent worth of all hu- 
man beings and respect for human differences; 
contempt for dishonesty, prejudice and destruc- 
tiveness. Just as Eckerd intends that its students 
shall be competent givers throughout their lives, it 
expects that giving shall be the hallmark of be- 
havior and relationships in college life. Just as 
Eckerd seeks to provide each studentwith oppor- 
tunities for learning and excellence, each student 
is expected to play a significant part in the vitality 
and integrity of the college community. 






St. Petersburg is a vibrant city in its own right, and 
St. Petersburg, Tampa, and Clearwater together 
form a metropolitan area of over one million peo- 
ple with all the services and cultural facilities of 
any area this size. 

St. Petersburg and nearby cities offer art 
museums, symphony orchestras, and profes- 
sional theatre, in addition to road show engage- 
ments of Broadway plays, rock bands, circuses, 
ice shows, and other attractions for a full range of 

The St. Louis Cardinals and the New York Mets 
baseball teams maintain headquarters in St. 
Petersburg for spring training, and there are ma- 
jor golf and tennis tournaments in the area. Pro- 
fessional football fans can follow the Tampa Bay 
Buccaneers, and professional soccer fans, the 
Tampa Bay Rowdies. 

Southern Ocean Racing Conference sailing races 
are held every year, as well as many regattas for 
sail and power boats. Fine public beaches on the 
Gulf of Mexico are with in bicycling distance of the 
Eckerd College campus, as are public golf 


Situated in asuburban area at the southwest tip of 
the peninsula on which St. Petersburg is located, 
Eckerd's campus is large and uncrowded — 267 
acres with over 'Wa miles of waterfront on Boca 
Ciega Bay and Frenchman's Creek. There are 
three small lakes on the campus, and the chapel is 
on an island in one of them. The 64 air- 
conditioned buildings were planned to provide a 
comfortable environment for learning in the Flor- 
ida climate. Professors and students frequently 
forsake their classrooms and gather outdoors in 
the sunshine or under a pine tree's shade. Out- 
door activities are possible all year; cooler days 
during the winter are not usually severe. 



Eckerd College has seven residential complexes, 
each consisting of four houses that accommodate 
34-36 students. Most of the student residences 
overlook the water. Each house has a student 
Resident Adviser who is available for basic 
academic or personal counseling and is generally 
responsible for the house operation. Residence 
houses are self-governed. 

A number of houses are all-male or all-female, 
while others have men on one floor and women 
on the other. Freshman students may be assigned 
to this arrangement as space is available when 
parental acknowledgment is received. Students 
under 23 years of age are required to live in cam- 
pus residences and participate in the col lege food 
service program. 

Social regulations and policies governing be- 
havioral expectations are listed in The Eck Book, 
the student handbook. All students are referred 
to this book for information in this area. 


Activities, projects, and programs developed and 
financed in the student sector are managed by the 
Eckerd College Organization of Students (ECOS), 
whose membership consists of all matriculating 
students, full and part-time, at Eckerd. Each year, 
ECOS is responsible for the allocation of student 
fees for extra-curricular activities. 



Eckerd believes that student life should be as full 
and rich as possible, both in the classroom and 
outside it. We provide a broad range of campus 
activities — and if you cannotfind somethingthat 
suits your interests, we encourage you to start a 
new group of your own. Your free time can be as 
interesting as you want to make it. 


The College Center serves as the hub for re- 
creational and social activities. The facilities in- 
clude a snack bar, gameroom, conversation 
lounge, seven foot television, and Pub. The Col- 
lege Center provides the opportunity for student 
directed programs and committees to develop 
activities and services for the Eckerd community. 


The Student Activities Board sponsors movies, 
coffee house programs, dances, and concerts 
featuring local and nationally known artists, and 
is a co-sponsor of the annual Black Symposium 
and Black History Week. Films on topics pertain- 
ing to the academic program are shown regularly. 

The music, art, and theatre disciplines sponsor a 
numberof events throughout the year. There are 
student and faculty recitals, programs from the 
concert choir and chamber ensemble, exhibi- 
tions by student and faculty artists, dance per- 
formances, and a series of plays produced by the 
theatre workshops. 


Publications are funded by the Student Associa- 
tion and fully controlled by the students them- 
selves. Student media includeWECR, the campus 
radio station; Thimblerig, the student news- 
paper; Within the Wheels, a literary magazine 
featuringartwork, prose, and poetry by members 
of the entire campus community; a yearbook; 
and The Eck Book, the student handbook. 


At Eckerd, if there is enough student interest to 
form a club or honorary society, one is formed. 
Organizations which have been established in- 
clude Afro-American Society, Association for 
Women Students, Choir, College Bowl Society, 
Day Students, Folk Dancers, International Stu- 
dents, Literary Magazine, Management Society, 
RowingClub, CampingClub, Triton SailingAsso- 
ciation and Sailing Team, and Water Ski Club. 


The College Chaplain directs the Campus Minis- 
try Program, a joint effort of students, faculty and 
staff. The program provides religious activities in 
a Christian context and assists individuals and 
groups of other religious persuasions to arrange 
their own activities. Worship services, special 
speakers and emphasis weeks, small group stu- 
dies, service projects and fellowship activities are 
provided through the program. The Chaplain 
serves as minister to students, faculty and staff, is 
available for counseling or consultation, and 
works closely with the Student Affairs staff to 
enhance the quality of campus life. 

Regardless of your background, you are encour- 
aged to explore matters of faith and commitment 
as an integral part of your educational experi- 
ence. We believe that personal growth and com- 
munity life are significantly strengthened by en- 
counter with the claims of the Christian faith and 
the values of the Judaeo-Christian tradition. 


Eckerd's waterfront program, one of the largest 
collegiate watersports programs in the South- 
eastern U.S., is one of the most exciting re- 
creational opportunities on the campus. The fa- 
cilities, located on Frenchman's creek, include 
boathouse, support buildings, docks, ramp, 
hoist, fishing equipment, camping equipment, 
water skiing equipment and a fleet of over 50 
boats, including canoes, sailboats, power boats 
and a special ski boat. If you own a boat, you can 
arrange to store or dock it here. 

The Eckerd College Search and Rescue Team, 
EC-SAR, is a volunteer student group that con- 
ducts maritime search and rescue operations in 
the Tampa Bay area. The team has three primary 
units, the SAR unit which operates the team's five 
surface vessels, a communications unit and an 
underwater search and recovery unit. Working 
closely with the U.S. Coast Guard and many local 
and state agencies, a high level of dedication, skill 
and commitment to public service is given by its 
members, for which they have received many 
national and local awards and commendations. 

Teams, clubs and instruction are offered in all 
areasofwatersports,includingsailing, canoeing, 
rowing, scuba diving, water skiing, fishing and 
powerboating. The Triton Sailing Team, a mem- 
ber of the Southeastern Intercollegiate Sailing 
Association, is an opportunity for those sailors 
interested in intercollegiate competition. 



There will be times during your college career 
when you will want advice. For academic advice 
the place to start is with your Mentor or with any of 
your professors. You are welcome to seek the 
counsel of any administrator in Student Affairs or 
elsewhere. The Counseling Center provides both 
individual and group counseling for students 
who are experiencing personal problems or 
would like to improve their level of personal well- 
being. Counseling may provide support for indi- 
vidual growth, improving skills in handling rela- 
tionships, and exploring stress management 
techniques. The Counseling Center is staffed 
with a psychologist capable of skilled listening, 
understanding and assistance. For further clar- 
ification of counseling services, please refer to 
The Eck Book. 


Eckerd's medical service is directed by a physician 
who is at the Health Center two hours every Mon- 
day through Friday. A registered nurse is on duty 
8 a.m. to midnight, Monday through Friday. 
Medicines may be purchased for minimal fees. 
Brief stays in the Health Center may be arranged 
for minor illness; otherwise, community hospit- 
als are used. The college notifies parents when 
community hospitalization is necessary. 

All students must file an official health form as 
part of the admissions procedure. Treatment in 
the Health Center may not be available until this 
form is received. Health insurance is provided for 
all students and is included in the total compre- 
hensive fee. The student health policy includes 
maximum coverage of $3,000 for accidents only 
(which must be reported within twenty days of 
the accident). It also includes coverage for a $35 
medical consultant fee when ordered by the col- 
lege physician. The policy covered by total com- 
prehensive fees is for nine months only. Optional 
summer coverage may be purchased for $5 addi- 
tional, paid by the student. An optional coverage 
for sickness may be obtained by paying an ad- 
ditional fee. 



As evidence of its active commitment to recruit 
and encourage minority students, Eckerd sup- 
ports a number of programs in this field. Special 
weekend visits to the campus give minority stu- 
dents who are considering Eckerd College a 
chance to viewthe college, visit the faculty, live in 
the dorms, and talk with other students. 

TheAfro-American Society helps plan afull range 
of programs for its members and the campus 
community, including Black History Month and 
the Black Symposium. The office of Minority Stu- 
dent Affairs is available to provide assistance for 
any special needs of minority students. 


Students who are married, are over 22 years of 
age, or who live with their family are provided 
with campus post office boxes to receive com- 
munications. Opportunities for participation in 
campus sports, activities, cultural events, and 
student government (ECOS), are available to day 
students. All cars, motorcycles, and bicycles are 
registered by the Physical Plant staff. 


Eckerd College is a member of the National Col- 
legiate Athletic Association and the Association 
for Intercollegiate Athletics for Women. Men 
play a full intercollegiate schedule in baseball, 
basketball, cross country, golf, soccer and tennis. 
Women's intercollegiate sports include basket- 
ball, softbal I, tennis, and volleyball. The col lege is 
a member of the Sunshine State Conference, and 
both men and women play NCAA and Al AW Divi- 
sion II competition. 

Intramural sports are organized as competition 
among houses. Day students compete with 
house teams. All students are eligible to partici- 
pate in the wide range of intramural activities, 
which include football, softball, soccer, vol- 
leyball, basketball, tennis, billiards, table tennis, 
street hockey, bowling and chess. In addition, 
sports clubs may be organized around swim- 
ming, sailing, and canoeing. The McArthur 
Physical Education Center houses locker rooms. 
Physical Education faculty offices, two basketball 
courts, a weight room, four badminton courts, 
and three volleyball courts. The campus also has 
tennis courts, a swimming pool, and acres of 
open space where you can practice your golf 

At Eckerd College a student may benefit not only 
from traditional competitive team sports and in- 
tramural programs, but from other recreational 
pursuits ranging from waterfront activities and 
personal fitness programs through tai chi chaun 
and New Games. 

Eckerd College seeks academically qualified stu- 
dents of various backgrounds, national and 
ethnic origins. Further, we seek students who 
show evidence of being competent "givers" and 
who therefore show promise for making positive 
contributions to fellow members of the Eckerd 
College community. When you apply, we will 
look at your academic performance in liberal arts 
courses (mathematics, science, social studies, 
language and literature, creative arts). We will 
also consider your performance on the college 
entrance examinations (ACT or SAT). Students 
whose native language is not English can choose 
to replace the ACT or SAT with the TOEFL ex- 
amination. Achievement tests are not required 
but are highly recommended. Your potential for 
personal and academic development is impor- 
tant and in this respect we will look closely at your 
personal essay, record of activities and recom- 
mendations from your counselors or teachers. 
Admissions decisions are made by the Admis- 
sions and Scholarship Committee which includes 
faculty and students. Decisions are made on a 
rolling basis beginning in October and con- 
tinuing through the academic year for the follow- 
ing fall. Students considering mid-year admission 
for either winter term (January) or spring semes- 
ter (February) are advised to complete applica- 
tion procedures by December 1. Applicants for 
fall entry should complete procedures by April 1 . 


High school Juniors and Seniors considering 
Eckerd College should have taken a college pre- 
paratory curriculum. Our preference is for stu- 
dents who have taken four units of English, three 
or more units each of mathematics, sciences and 
social studies, and at least two units of a foreign 
language. Although no single criterion is used as a 
determinantforacceptance and we have no auto- 
matic "cutoff" points, the great majority of stu- 
dents who gain admission to Eckerd College have 
a high school average of B or better in their col- 
lege preparatory courses and have scored in the 
top 30 percent of college-bound students taking 
the ACT or SAT. 



1. Request application forms in Junior year or 
early in your Senior year from the Dean of Admis- 

2. Complete and return your application to the 
Dean of Admissions, with an application fee of 
$15 (non-refundable) at leasttwo months priorto 
the desired entrance date. Students who are 
financially unable to pay the $15 application fee 
will have the fee waived upon request. 

3. Request the guidance department of the 
secondary school from which you will be gradu- 
ated to send an academic transcript and personal 
recommendation to: Dean of Admissions, 
Eckerd College, Box12560, St. Petersburg, Florida 

4. Arrange to take the Scholastic Aptitude Test, 
offered by the College Entrance Examination 
Board or the ACT Test Battery, offered by the 
American College Testing Program. Take your 
test in spring of Junior year or early fall of Senior 


Eckerd College welcomes students from other 
colleges, universities, juniorand community col- 
leges. Applicants are expected to be in good 
standing at the institution last attended and eligi- 
ble to return to that institution. 


All students who have been accepted for admis- 
sion are asked to deposit a $100 acceptance fee, 
within thirty days of acceptance or within thirty 
days of a financial aid award. This fee is refund- 
able until May 1 for fall applicants and until De- 
cember 1 for winter term and spring semester 
applicants. Students who are accepted after 
November 1 5 for mid-year entry or after April 1 5 
for fall entry will be expected to reply within fif- 
teen days of acceptance with a $100 non- 
refundable fee. The acceptance fee is applied 
toward tuition costs and credited to the student's 
account. Again, accepted applicants may await 
receipt of a financial aid award before making the 
acceptance deposit. 

A Student Information Form and a Health Form 
are sent to all accepted students. The Student 
Information Form should be returned within two 
weeks of acceptance or should accompany the 
acceptance fee. This form enables us to begin 
planning for needs of the entering class of re- 
sidential and commuting students. 

The Health Form should be completed by your 
personal physician and forwarded to the Admis- 
sions Office prior to the enrollment date. 


1. Complete and return application form to the 
Deanof Admissions with an application fee of $15 
(non-refundable) at least two months prior to the 
desired entrance date (see calendar for various 
entry points). 

2. Requestthatofficialcollegetranscriptsbesent 
to us from every college or university you have 

3. Send us record of college entrance exams (SAT 
or ACT). 

4. Request a letter of recommendation from one 
of your college professors. This may be waived 
upon request for students who have been out of 
college for several years. 

5. If you have been out of high school for less 
than two years, we will need a copy of your high 
school transcript. 


After you have been accepted for admission your 
transcript will be forwarded to the College Reg- 
istrar for credit evaluation. All transfer students 
receiving the Associate in Arts degree from a re- 
gionally accredited college will be admitted with 
Junior standing at Eckerd. 

years ago, or whose earlier academic records are 
unavailable or unusual are requested to direct 
special inquiry to the Admissions Office. 

The transfer of credit from other accredited col- 
leges and universities depends upon the compa- 
rability of the courses taken to those offered at 
Eckerd College and the approval of the academic 
discipline concerned. In general, courses in the 
liberal arts are transferable. Grades below C are 
not acceptable for transfer. 


Students who have not completed a high school 
program but who have taken the General Educa- 
tion Development (GED) examinations may be 
considered for admission. In addition to submit- 
ting GED test scores, students will also need to 
supply ACT or SAT test results. 


Students considering Eckerd College are strongly 
urged to visit the campus and have an interview 
with an admissions counselor. We also encour- 
age you to visit a class and meet students and 
faculty members. An interview is not a required 
procedure for admission but is always a most 
beneficial step for you the student, as well as for 
those of us who evaluate your candidacy. 


Eckerd Col lege admits students who wish to enter 
college directly after their Junior year in high 
school. Application procedures are the same as 
outlined above. In addition, candidates are re- 
quired to have an interview with an admissions 
counselor. If travel to the college is not possible 
we will attempt to make arrangements for an in- 
terview in your state of residence. 


A student who has been accepted for admission 
for a given term may request to defer enrollment 
for up to one year. Requests should be addressed 
to the Dean of Admissions. 


Eckerd College awards course credit on the basis 
of scores on the Advanced Placement Examina- 
tions administered by the College Entrance Ex- 
amination Board. Students who have obtained 
scores of four or five will automatically be 
awarded credit. Scores of three are recorded on 
the student's permanent transcript and are refer- 
red to the faculty of the appropriate discipline for 
recommendations concerning credit. Applicants 
who seek advanced placement should have ex- 
amination results sent to the Dean of Admissions. 


Course credit will also be awarded on the basis of 
scores received on the College Level Examination 
Program (CLEP). Credit is awarded only for the 



American Government 

American History 

American Literature 



Educational Psychology 

English Composition 

General Psychology 

Introductory Accounting 

Introductory Calculus 

Introductory Economics 

Introductory Sociology 

Western Civilization 

CLEP results should be sent to the Dean of 










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Eckerd College enrolls students from approx- 
imately thirty-seven countries. Some are native 
speakersof English; manyarenot. In all cases, the 
Admissions and Scholarship Committee gives 
special attention to the evaluation of students 
who have completed their secondary education 
abroad. Candidates whose native language is not 
English should submittheTOEFLscores in lieu of 
SAT or ACT scores. Ordinarily international stu- 
dents will not be admitted unless they score a 
minimum of 550 on the TOEFL exam and /or com- 
plete level 109 instruction intheEnglish Language 
Services (ELS) program. 


1. Complete and return the application form 
with an application fee of $15 (non-refundable) at 
least three months prior to the desired entrance 

2. Request that official secondary school records 
be sent to us. We will need to receive an explana- 
tion of the grading system. 

3. Transfer applicants should submit official uni- 
versity records with an explanation of the grading 

4. Results of the Test of English as a Foreign Lan- 
guage (TOEFL) for non-native students of English 
should be submitted. Others are urged to take 
SAT or ACT. 

5. Complete a certified statement of financial re- 
sponsibility indicating that adequate funds are 
available to cover educational costs. 


The following international diplomas are 
accepted for consideration of admission with 
advanced standing: 

The General Certificate of Education of the British 
Commonwealth. Students with successful scores 
in at least three "0" levels and two "A" levels may 
be considered for advanced placement. 

The International Baccalaureate Diploma may 

qualify a candidate for placement as a Sophomore 
at Eckerd College. 


If you have previously enrolled at Eckerd College 
and wish to return you should write or call the 
Dean of Students office. It will not be necessary 
for you to go through Admission procedures 
again. However, if you have been enrolled at 
another college or university you will need to 
submit a transcript of courses taken there. 



All students accepted for admission to Eckerd 
College who are U.S. citizens or permanent resi- 
dents are eligible to receive aid if they demon- 
strate financial need. For institutional awards pri- 
ority is given on the basis of grades, test scores, 
recommendations, and special talents. Most stu- 
dents receive an "aid package" consisting of 
scholarship, grant, loan, and campus employ- 
ment. In many cases, the financial aid package 
offered to a student may reduce out-of-pocket 
tuition payment to less than would be paid at a 
statecollegeoruniversity. Eckerd College is near- 
ly always able to help a student develop financial 
plans that will make attendance possible. 


Decisions regarding financial assistance can be 
made immediately upon admission to the col- 
lege, and receipt of the necessary financial aid 
credentials: Financial Aid Form (FAF) of the Col- 
lege Scholarship Service or the Family Financial 
Statement (FFS) of the American Testing Service. 

Any student who has resided in Florida for 24 
consecutive months should complete and file an 
application for a Florida Student Assistance 
Grant. Application is made through the submis- 
sion of the FFS or FAF by answering the appropri- 
ate Florida questions. 

Manyof the sources of financial aid administered 
by Eckerd College are controlled by governmen- 
tal agencies external to the college. Examples of 
programs of this type are Pell Grants, formerly 
known as Basic Educational Opportunity Grants 
(BEOG), Supplementary Educational Opportu- 
nity Grants (SEOG), Florida Student Assistance 
Grants (FSAG), Florida Tuition Voucher, Federal- 
ly Insured/Guaranteed Student Loans, National 
Direct Student Loans (NDSL), and the College 
Work Study Program (CWSP). To receive a cur- 
rent pamphlet concerning these programs, write 
or contact the office of Financial Aid, Eckerd Col- 
lege, St. Petersburg, Florida 33733 for the most 
current information concerningthese programs. 


To be considered for any financial aid through 
Eckerd College, whether the merit awards listed 
in this catalog or any other need-based assistance 
from the college or federal and state govern- 
ments, it is necessary that you submit an Amer- 
ican College Testing Family Financial Statement 
(FFS) orthe College Scholarship Service Financial 
Aid Form (FAF). These forms are available in the 
guidance department of the school you are cur- 
rently attending. It is important to mail the FFS or 
FAF by March 1 . 1 ndicate on the form that a copy of 
the analysis be sent to Eckerd College, check the 
appropriate boxes for BEOG and FSAG, and in- 
cluding the fee as indicated. 

Transfer students must submit a Financial Aid 
Transcript from each prior school regardless of 
whether aid was received. The forms may be 
obtained from the Eckerd College Financial Aid 
office and must be returned before an award may 
be released. 



The Thomas Presidential Scholarships are a rec- 
ognition of outstanding merit without regard to 
financial need. Each year five Freshmen are 
selected to receive a $4,000 scholarship, renew- 
able each year for a total of $16,000 if the student 
maintains a 3.0 grade point average. Students in 
the top 20 percent oftheir high school are encour- 
aged to apply. Selection criteria for this award 
include academic achievement, creative talent 
and character. Application deadline is March 1 . A 
separate application is required and is available 
on request. 


The Eckerd College Special Honors Scholarship 
Program provides fifty full tuition awards to final- 
ists and semifinalists in the National Merit and 
National Achievement Scholarship Programs. 
The value of this award is $5,000 per year, and in 
excess of $20,000 for four years if the student 
maintains a 3.0 grade point average. A student 
designated a semifinalist in one of these pro- 
grams should make application for admissions to 
Eckerd College no later than March 1 


The Eckerd College Honors Scholarships seek to 
recognize the forty most outstanding applicants 
for admission (Freshmen and transfers). Schol- 
arship finalists will be selected from among all 

// V 

applicants for admission without regard to finan- 
cial need. A student receiving an Honors Schol- 
arship may receive up to $2,400 yearly. The schol- 
arship is renewable if the student maintains a 3.0 
grade point average. No separate application is 
required; however, for priority consideration 
students should apply foradmission nolaterthan 
March 1 and should include the following items in 
their application materials: 

a) letter of recommendation from a teacher 
emphasizing student's abilities and future 

b) personal statement or autobiographical 
sketch describing interests, academic 
achievements, leadership qualities, and fu- 
ture goals; 

c) any additional materials which would best ac- 
quaint the selection committee with the stu- 
dent's promise; 

d) Financial Aid Form (FAF) of the College Schol- 
arship Service in Princeton, Newjersey, orthe 
Family Financial Statement (FFS) of the Amer- 
ican College TestingProgram,lowaCity, Iowa. 



The Eckerd College Special Talent Scholarships 
provide recognition and encouragement to stu- 
dents who have excelled in a particular area of 
endeavor. All students accepted for admission 
are eligible to compete for these scholarships. 
Awards will be made on the basis of outstanding 
talent or achievement in any of the following 

a) achievement in math, science, English, social 
studies, behavioral sciences, foreign lan- 
guages or any specific area of academic pur- 

b) special talent in the creative arts — music, 
theatre, art, writing, etc; 

c) demonstrated leadership and service in stu- 
dent, community or church organizations; 

d) special talent in men's or women's athletic 

Special Talent Scholarship winners may receive 
up to $2,400 yearly. The scholarship is renewable 
followingformal recommendation by thosequai- 
ified to evaluate the appropriate special talent. 
No separate application is required but for prior- 
ity consideration students should apply for 
admission prior to March 1 and submit the fol- 

a) Financial Aid Form (FAF), or Family Financial 
Statement (FFS); 

b) letter of recommendation from teacher, advi- 
sor or coach directly involved in student's 
achievement area; 

c) additional materialsthe student wishes to sub- 
mit in support of his or her credentials. 


The Eckerd College Church and Campus Schol- 
arships are a recognition of merit for fifty new 
Presbyterian students per year who have been 
recommended by their pastor and possess traits 
of character, leadership and academic ability 
which in the pastor's opinion demonstrate the 
promise to become outstanding Christian 
citizens — either as a lay person or a minister. 
Students recommended by their pastor who be- 
come recipients of a Church and Campus Schol- 
arship will receive a grant up to $2,400 to be used 
during the Freshman year. The award is renew- 
able annually on the basis of demonstrated 
academic, leadership and service achievement. 
This award is not based on financial need. Schol- 
arship winners may apply for supplemental finan- 
cial aid. More scholarship details are available on 


Grants are non-repayable awards made to stu- 
dents on the basis of specific criteria or skills 
within the limits of demonstrated financial need. 
Two important sources of grant funds are the 
federal government and state governments. 


These grants are awarded from federal funds by 
the Office of Education. With the passing of the 
Middle Income Bill, families with incomes up to 
$45,000 may qualify. Awards range from $200 to 
$1900 each academic year. Application is made 
through the submission of the FAF or FFS by 
checking the BEOG box. The student's account 
will then be credited for the amount of the stu- 
dents' eligibility. The student must submit the 
eligibility report to the Financial Aid office. 


These grants are awarded from federal funds and 
administered by the college. They are limited at 
Eckerd College to students with exceptional 
financial need. Application is made through the 
submission of the FAF or FFS form. 


Inquiries relating to Social Security benefits 
should be directed to the student's local Social 
Security Office. The Office of the Registrar will 
submit enrollment certificates issued by the So- 
cial Security Administration foreligible students, 
providing the student registers as full-time. It is 
the student's responsibility to notify the Social 
Security Administration when enrollment ceases to 
be full-time. 


Eckerd College is approved for the education and 
training of veterans, service members, and de- 
pendents of veterans eligible for benefit under 
theC.I. Bill. Students whomaybeeligibleforV. A. 
benefits are urged to contact their local V.A. 
Office as soon as accepted by the college, and 
must file an application for benefits through the 
Office of the Registrar. No certification can be 
madeuntiltheapplication isonfile. Since thefirst 
checks each year are often delayed, it is advisable 
for the veteran to be prepared to meet all ex- 
penses for about two months. There are special 
V.A. regulations regarding independent study, 
audit courses, standards of progress, special stu- 
dent enrollment, dual enrollment in two schools, 
and summer enrollment. It is the student's respon- 
sibility to inquire concerning special regulations and 
to report any change in status which affects the rate 
of benefits. 


The Florida Student Assistance Grants (FSAG) are 
awarded on the basis of demonstrated financial 
need to two-year residents of Florida who attend 
college in the state. These grants may range up to 
a maximum of $1 ,200, depending on the demons- 
trated need of the applicant and the availability of 
funds. Application is made through the submis- 
sion of the FAF or FFS by answering the Florida 
section and enclosing the appropriate fee. 


The Tuition Equalization Voucher program was 
established by the State of Florida for residents of 
the state who enroll in private colleges or univer- 
sities in Florida. The program provides up to $750 
per year regardless of financial need to help de- 
fray the cost of tuition at Eckerd College. To qual- 
ify, a student must have resided in Florida for at 
least two years, and must have graduated from a 
Florida high school. Freshmen, Sophomores and 
Juniors will be eligible for the program in 1981-82, 
and all four classes in 1982-83. Application upon 


These grants are available to students who rank in 
the upper one-half of their graduating class and 
demonstrate financial need. Achievement in vari- 
ous curricular and co-curricular activities is consi- 
dered. Special consideration is given to the sons 
and daughters of Presbyterian ministers or mis- 
sionaries in recognition of the institution's 
Presbyterian heritage and relationships. 


Many families whose current income and savings 
are not sufficient to finance college expenditures 
borrow funds through low interest educational 
loans to supplement their financing plans. 


Guaranteed student loans are available from local 
banks and lending agencies at rates of interest 
that cannot exceed seven percent annually. De- 
pending on the availability of funds, students may 
borrow up to $2,500 per year not to exceed $7,500 
in their undergraduate work for educational ex- 
penses. The federal government will pay the total 
i nterest while the student is enrol led fulltime and 
during periods of authorized deferment. Repay- 
ment in monthly installments of not less than $30 
usually begins nine months after the student 
graduates or leaves college. It is important to note 
that under the present regulations financial need 
does not have to be demonstrated in order to 
obtain a guaranteed student loan, and there is no 
income nor asset limit. Families interested in this 
program should contact their local banker for 
complete current information. The processing of 
guaranteed student loan applications requires six 
to eight weeks. 


The National Direct Student Loan program is 
administered by the college from federal and col- 
lege funds. To qualify for a NDSL, the student 
must apply to the college and demonstrate finan- 
cial need. Since funds are limited, academic per- 
formance and personal qualifications are consid- 
ered in awarding NDSL funds. No interest will 
accrue until the beginning of the repayment 
period. Interest charges during the repayment 
period are only three percent per year on the 
unpaid balance. 


Monthly payments may be arranged by the family 
through one of four different companies. (See 
page 93 ). Contact the office of Financial Aid, 
Eckerd College for current information. 



Eckerd College has limited loan funds available, 
usually for temporary emergency situations. For 
details, contact the Financial Aid office. 


In many local communities there are scholarships 
provided each year by various church, civic and 
business organizations to children of members, 
citizens, and employees. 


The Career Services office assists students in find- 
ing part-time employment on or off campus. Pre- 
ference is given to students who demonstrate 
financial need. Campus employment opportuni- 
ties include work as a clerk or secretary, a food 
service employee, a custodian or maintenance 
worker, lifeguard, or a laboratory assistant. In- 
formation on off-campus jobs is available 
through the Career-Services office. 


Financial aid to a student at Eckerd College may be 
renewable on an annual basis. A need analysis 
must be completed each year prior to March 1 for 
thefollowingacademicyear. All students whoare 
eligible to return for a subsequent year (except 
international students requiring 1-20 forms) are 
eligible for consideration for need-based finan- 
cial aid. Awards from all sources may vary from 
college and other private or public agencies. 
Appeals for financial aid awards may be made in 
writing to the Admissions and Scholarship Com- 


Eckerd College is a private, non-tax-supported 
institution. Tuition and fees pay only a portion 
(approximately 62 percent) of the educational 
costs per student. Thanks to the support of 
donors, the balance of costs is paid from endow- 
ment income and gifts from individuals, the Pre- 
sbyterian Churches, and various corporations. 

The following schedules list the principal ex- 
penses and regulations concerning the payment 
offeesfortheacademicyear1981-82. All fees and 
expenses listed below are those in effect at the 
time of publication of the catalog. They are sub- 
ject to change by the action of the Board of Trus- 
tees. When such changes are made, notice will be 
given as far in advance as possible. 


The annual fees for full-time students for the 1981- 
82 academic year include two semesters and one 
short term (autumn term for Freshmen, winter 
term for upperclassmen). 

Resident Commuter 

Tuition $4,995' $4,995 

Room and Board 2,145 ' 

Total $7,140 $4,995 

The full-time tuition fees cover a maximum of ten (10) 
course registrations plus one short term during the 
academic year provided that no more than five cou rses 
are taken per semester. Students registering for more 
than five courses per semester or ten courses peryear 
plus a short term course will be charged an additional 
tution of $555 per course. A student registering for a 
year-long course may register for six courses in one 
semester and four in the other with no additional 

^Students with home addresses outside the immediate 
vicinity of the college are requested to live on campus. 
Exceptions to the requirement may be made with the 
approval of the Director of Housing. Since resident 
students are required to participate in the board plan, 
all resident students will be charged for both room and 

A Student Association Fee of approximately 
$100.00 per academic year is collected in addi- 
tion to the above charges. Cost of books and 
supplies will be in the neighborhood of $200 
to $250. 


Tuition (full-time) per semester: $2220.00 

Tuition, autumn or winter term: $ 555.00 

Associated Students Fee, per year: $ 100.00 


Fall and 
Room short term Spring 

Double occupancy, each $510.00 $390.00 

Double room 

single occupancy 1,020.00 760.00 

Single room 702.00 583.00 

Base room rate ($510 and $390) has been in- 
cluded in Comprehensive Charges. Charges 
above the base rate for single occupancy of 
double room or for single room will be added 
to Comprehensive Charges. 
Room Damage Deposit: $30.00. This deposit is 
required in anticipation of any damage which 
may be done to a dormitory room. If damage is 
in excess of the deposit, the balance will be ap- 
plied to the student's account. Any balance left 
of the deposit will be refunded to the student 
upon leaving college. 


Fall and 


short term 


21 meal plan 



15 meal plan: 



10 meal plan: 




Tuition per course: $555.00 

Students are considered part-time when they en- 
roll for fewer than three courses per semester or 
ten courses per year plus short term. 


Tuition per course: $555.00 

Fee for students enrolling in more than five 
courses per semester or ten courses per year pi us 
a short term. 


Tuition per course (no credit 

or evaluation): $145.00 

Full-time students may audit courses without 
fee with the permission of the instructor. 


Late registration (for registration after registra- 
tion day): $21.00 

Late payment (for payment of fees after registra- 
tion day): $75.00 

Late readmission: $8.00 

Late physical examination (for new students 
who have not had physical examination by reg- 
istration day): $37.00 


Acceptance Fee (new students): $100.00 

A fee to cover the administrative cost of setting up 
student files once a student has been accepted by 
the Admissions Office. The fee will be applied 
against the comprehensive charge. 

Accident Insurance (optional): to be announced 

An extension of accident insurance to 12 months 
(nine months is included in comprehensive 
charges). This may be purchased without health 

Application Fee (new students): $15.00 

A fee to cover the administrative cost of proces- 
sing an application of a new student. 

Credit by Examination Fee: $280.00 

A fee for administering an examination to deter- 
mine proficiency in a particular subject to receive 
course credit. 

Health Insurance (optional): to be announced 
Full twelve months of health insurance is avail- 
able to all students upon completion of forms. 
The full twelve months of accident insurance is 
mandatory for all students desiring health insur- 
ance and is included in this fee. 

Lost Key Fee: $30.00 

Resident students are issued keys to their 

rooms. The fee for replacing a lost key is $30.00. 

Orientation Fee: (Freshmen only): $25.00 
A fee charged to all Freshmen to help cover the 
cost of the orientation program provided for all 

Readmission Fee: $25.00 

Thisfee is required foreach student returningfor 

the succeeding academic year in order to hold the 

student's place in the next entering class and to 

reserve a room for each resident student. The fee 

will be applied against the comprehensive 


Re-Examination Fee: $75.00 

A fee for administering a re-examination of 
course material. 

Transcript Fee: $2.00 

After an initial free transcript there is a $2.00 
charge per transcript. 

Applied Music Fees 

These fees apply even though music lessons are 
not taken for credit, and are fees in addition to 
regular tuition charges. 

Semester Year 

One hour per week $194.00 $388.00 

One half hour per week $98.00 $196.00 


Each full-time student is automatically covered 
by group accident insurance for the academic 
year (nine months) with Continental Insurance 
Company, at no additional cost to the parents 
of the student. An extension of this accident in- 
surance to cover the additional three-month 
period of the summer is available at a premium 
to be announced. An optional health-sickness 
policy is available, which would cover a twelve- 
month period. However, if the health-sickness 
policy is subscribed to for the period, it is com- 
pulsory to subscribe to the accident extension in- 
surance for the additional summer three months 
at a fee to be announced for the combination. 
This is strongly recommended for all students 
and required for international students. Parents 
are advised to check any off-premise coverage 
for fire or theft that may be provided under their 
own policies. 

■''iiiijiil lli'l iil:i''"'lillji''" 


._"--— ^--^ 


Students should come prepared to pay all charges 
on the day of registration or should have pay- 
ments from home mailed to reach Eckerd College 
Business Office at least two weeks prior to the date 
of registration. No student shall be permitted to 
register for a given semester until all indebted- 
ness for prior terms has been paid in full. 

Students who have unpaid bills at the college are 
subject to dismissal from the college and, as long 
as such payments remain unpaid, may not receive 
transcripts of credit or any diploma. 

Eckerd College does not have a deferred payment 
plan. Students desiring monthly payment plan 
must make arrangements through one of the fol- 
lowing companies: 

American Management Services, Inc. 
1110 Central Avenue 
Pawtucket, Rhode Island 02861 

Education Funds, Inc. 
EFI — Fund Management Corporation 
Presidential Plaza, Suite 3200 
Chicago, Illinois 60601 

Insured Tuition Payment Plan 
Attention: R.L. Bounds, C.L.U. 
1100 Universal Marion Building 
21 West Church Street 
Jacksonville, Florida 32202 

The Tuition Plan, Inc. 
Concord, New Hampshire 03301 

All arrangements and contracts are made directly 
between the parent and the tuition financing 


Students withdrawing within 25 days of the first 
class of any semester for reasons approved by the 
college will receive tuition refunds for that 
semester as follows: 

Within 7 days 75% 

Within 15 days 50% 

Within 25 days 25% 

After 25 days no refund 

Students withdrawing within 15 calendar days of 
the first class day of any short term (autumn term 
or winter term) will receive tuition refunds for 
that term as follows: 

Within 7 calendar days 50% 

Within 15 calendar days 25% 

After 15 days no refund 

Room charges for resident students are not re- 
fundable. Unused portion of meal tickets will be 
refunded on a pro-rata basis. 

Revised charges for students withdrawing from 
college will be paid from the following sources in 
this order: 1) from payments made by the student 
or the student's parents; 2) from outside scho- 
larships and loans, if any; 3) from Eckerd College 
loansand National DirectStudentLoans, ifany;4) 
from Eckerd College financial aid, if any. Any Eck- 
erd College aid not needed to cover revised 
charges will be removed from the student's 
account and not refunded. 

Refunds of federal and state grants and loans are 
made in accordance with government regula- 

Whenever a student is required to withdraw be- 
causeofunsatisfactoryconduct, no refund will be 

No refunds will be madeto withdrawingstudents 
until the withdrawal process is completed. 



Faculty of the Collegium of 
Behavioral Science 

Salvatore Capobianco 

Chair, Behavioral Science Collegium 

Assistant Professor of Psychology 

B.A., M.A., University of Kansas 

Ph.D., Rutgers University 
Joseph M. Bearson 

Associate Professor of Marketing 

B.A., Brandeis University 

M.B.A., Columbia University 
Theodore M. Dembroski 

Associate Professor of Psychology 

B.S., Ph.D., University of Houston 
Mary Ann J. Giacchino 

Assistant Professor of Physical 

Coordinator, Women's Athletics 

B.S., Murray State University, 

M.S., Hofstra University 
Michael G. Flaherty 

Assistant Professor of Sociology 

B.A., M.A., University of 
South Florida 

Ph. D., University of Illinois 
Peter K. Hammerschmidt 

Assistant Professor of Economics 

B.S., M.S., Ph.D., Colorado State 
James R. Harley 

Associate Professor of Physical 

Director of Athletics 

B.S., Georgia Teachers College 

M.A., George Peabody College 
James M. MacDougall 

Associate Professor of Psychology 

B.S., Highlands University, 
New Mexico 

M.A., Ph.D., Kansas State University 
John P. Mayotte 

Assistant Professor of Physical 

B.S., Castleton State College 

M.S., College of St. Rose 

M.A., University of South Florida 
Anne A. Murphy 

Associate Professor of Political 

B.A., College of Wooster 

B.D., Yale Divinity School 

Ph.D., University of North Carolina 
Tom Oberhofer 

Associate Professor of Economics 

B.S., Fordham University 

M.A., Ph.D., Rutgers University 
Robert J. Parcells 

Assistant Professor of Economics 

B.A., B.S., Boise State University 

M.A., Ph.D., State University of 
New York, Binghamton 
Claud R. Sutcliffe 

Associate Professor of Political 

B.A., Pomona College 

M.A., Ph.D., Princeton University 

Robert B. Tebbs 

Professor of Management and 

Organizational Behavior 
B.A., University of Colorado 
M.A., Ph.D., University of Wyoming 
William E. Winston 
Assistant Professor of Sociology 
B.A., Central Washington University 
M.A., Ph.D., Washington State 


Faculty of the Collegium of 
Comparative Cultures 

Henry E. Genz 

Chair, Comparative Cultures 

Professor of French Language and 

B.A., Emory University 
M.A., University of Wisconsin 
Ph.D., Case Western Reserve 

Dudley E. DeGroot 
Professor of Anthropology 
B.A., University of West Virginia 
M.A., University of New Mexico 
Ph.D., Ohio State University 
Frank M. Figueroa 
Professor of Spanish and Hispanic 

Area Studies 
B.S., Seton Hall University 
M.A., Ed.D., Columbia University 

Teachers College 
E. Ashby Johnson 
Professor of Philosophy and Religion 
B.A., Presbyterian College, South 

B.D.,Th.M.,Th.D., Union 

Theological Seminary, Virginia 
Gilbert L. Johnston 
Associate Professor of Asian 

Studies and Religion 
B.A., Cornell University 
M.Div., Princeton Theological 

Ph.D., Harvard University 
Kenneth E. Keeton 
Professor of German Language and 

B.A., Georgetown College 
M.A., University of Kentucky 
Ph.D., University of North Carolina 
Vivian A. Parsons 
Instructor in Russian 
B.A., Brandeis University 
M.A.T., Harvard University 
William H. Parsons 
Professor of History and 

Russian Studies 
B.A., Grinnell College 
M.A., Harvard University 
Ph.D., Indiana University 

Hendrick Serrie 

Assistant Professor of Anthropology 
B.A., University of Wisconsin 
M.A., Ph.D., Northwestern University 
Pedro N. Trakas 
Professor of Spanish 
B.A., Wofford College 
M.A., Universidad Nacional de 

Ph.D., University of North Carolina 
Litt.D., Wofford College 

Faculty of the Collegium of I 
Creative Arts 

Kathryn J. Watson 

Chair, Creative Arts Collegium 
Assistant Professor of Education 
Director of Teacher Education 
B.A., Eckerd College 
M.Ed., Ed.D., University of Florida 

Richard R. Bredenberg 
Professor of Education 
B.A., Dartmouth College 
B.D., S.T.M., Oberlin College 
D.Min., Vanderbilt University 
Ph.D., New York University 

James G. Crane 
Professor of Visual Arts 
B.A., Albion College 
M.A., State University of Iowa 
M.F.A., Michigan State University 

Sarah K. Dean 
Assistant Professor of Human Resoun 
M.Re., Southern Baptist Theological 

M.A., George Peabody College 
Ed.D., Nova University 

Donald M. Fouse 
Assistant Professor of Music 
B.A., Ohio State University 
M.A., Ph.D., University of North 

J. Peter Meinke 

Professor of Literature 
B.A., Hamilton College 
M.A., University of Michigan 
Ph.D., University of Minnesota 

Molly K. Ransbury 
Associate Professor of Education 
B.S., M.S., State University of 

New York 
Ed.D., Indiana University 

Richard A. Rice 
Associate Professor of Theatre 
B.A., University of Denver 
M.A., Columbia University 
Ph.D., University of Utah 

Margaret R. Rigg 
Associate Professor of Visual Arts 
B.A., Florida State University 
M.A., Presbyterian School of 
Christian Education, Richmond 


Arthur N. Skinner 

Visiting Assistant Professor of 
Visual Arts 

B.A., Eckerd College 

M.V.A., Georgia State University 
Mark K. Smith 

Professor of IHunnan Resources 

Dean of Students 

B.A., M.A., Ph.D., Ohio State 
Linda ). Snow 

Assistant Professor of Human Resources 

Director, Counseling Center 

B.S., M.A., University of Missouri 

Ph.D., Arizona State University 
Claire A. Stiles 

Assistant Professor of Leisure 
And Recreation 

B.S., Rutgers University 

M.A., Southwest Texas State 
William E. Waters 

Professor of Music 

B.A., University of North Carolina 

M.A., College of William and Mary 
V. Sterling Watson 

Assistant Professor of 

Literature and Creative Writing 
B.A., Eckerd College 
M.A., University of Florida 
J. Thomas West 

Professor of Psychology and 
Human Resources 

B.S., Davidson College 

M.A., University of North Carolina 

Ph.D., Vanderbilt University 

Faculty of the Collegium of 

William F. McKee 

Chair, Letters Collegium 
Professor of History 
B.A., College of Wooster 
M.A., Ph.D., University of 

Geraldine B. Blazey 
Director, Composition Program 
B.A., Mary Washington College, 

University of Virginia 
M.A., University of Rochester 
C.S.A., State University of New York 
Clark H. Bouwman 
Professor of Sociology 
B.A., Kalamazoo College 
B.S., Western Michigan University 
M.A., Ph.D., New School for Social 

Alan W. Carlsten 

Professor of Religious Studies 

and Speech Communications 
B.S., University of Oklahoma 
M.Div., McCormick Theological 


Albert Howard Carter, ill 

Associate Professor of Comparative 

Literature and Humanities 
Associate Dean of Faculty 

for General Education 
Chair, Foundations Collegium 
B.A., University of Chicago 
M.A., M.A., Ph.D., University of 

J. Stanley Chesnut 
Professor of Humanities and 

B.A., University of Tulsa 
M.Div., McCormick Theological 

M.A., Ph.D., Yale University 
Julienne H. Empric 
Associate Professor of Literature 
B.A., Nazareth College of 

M.A., York University 
Ph.D., University of Notre Dame 
Rejane P. Genz 
Professor of French Language and 

B.A., Sillery College, Quebec City 
License es lettres, Ph.D., Laval 

Keith W. Irwin 
Professor of Philosophy 
B.A., Cornell College 
M.Div. Garrett Theological 

Carolyn Johnston 
Assistant Professor of American Studies 
B.A., Samford University 
M.A., Ph.D., University of California 
Peter A. Pav 
Professor of Philosophy 
B.A., Knox College 
M.A., Ph.D., Indiana University 
Felix Rackow 
Professor of Political Science, 

Pre-Law Adviser 
B.S., M.A., Ph.D., Cornell 

William C. Wilbur 

Professor of British and Modern 

European History 
B.A., Washington and Lee 

Ph.D., Columbia University 

Faculty of the Collegium of 
Natural Sciences 

William B. Roess 

Chair, Collegium of Natural 

Professor of Biology 
B.S., Blackburn College 
Ph.D., Florida State University 

Wilbur F. Block 

Professor of Physics 

B.S., M.S., Ph.D., 

University of Florida 
Harry W. Ellis 

Assistant Professor of Physics 

B.S., Ph.D., Georgia Institute of 
John C. Ferguson 

Professor of Biology 

B.A., Duke University 

M.A., Ph.D., Cornell University 
Wayne C. Guida 

Assistant Professor of 

B.A., Ph.D., University of South 
Reggie L. Hudson 

Assistant Professor of Chemistry 

B.A., Pfeiffer College 

Ph.D., University of Tennessee 
Sheila D. Hanes 

Assistant Professor of Biology 

B.A., Baylor University 

M.S., University of Illinois 

Ph.D., Ohio University 
George W. Lofquist 

Professor of Mathematics 

B.S., University of North Carolina 

M.S., Ph.D., Louisiana State 
Billy H. Maddox 

Professor of Mathematics 

Director of Evaluation 

B.S., Troy State College 

M.Ed., University of Florida 

Ph.D., University of South Carolina 
Robert C. Meacham 

Professor of Mathematics 

B.A., Southwestern at Memphis 

Sc.M., Ph.D., Brown University 
Richard W. Neithamer 

Professor of Chemistry 

B.S., Allegheny College 

Ph.D., Indiana University 
George K. Reid 

Professor of Biology 

B.S., Presbyterian College, South 

M.S., Ph.D., University of Florida 
John E. Reynolds, III 

Assistant Professor of Biology 

B.A., Western Maryland College 

M.S., Ph.D., University of Miami 
Walter O. Walker 

Assistant Professor of Mathematics 

B.S., Eckerd College 

M.S., Ph.D., Clemson University 



Foundations Collegium 

A. Howard Carter 

Foundations Chair 

Letters Collegium 
Geraldine B. Blazey 

Director, Composition Program 

Letters Collegium 
Patricia E. Bouwman 

Coordinator, Writing Center 
Richard R. Bredenberg 

Creative Arts Collegium 
Alan W. Carlsten 

Letters Collegium 
Nancy C. Carter 

Creative Arts Collegium 
J. Stanley Chesnut 

Letters Collegium 
Sarah K. Dean 

Creative Arts Collegium 
Dudley E. DeCroot 

Comparative Cultures Collegium 
Harry W. Ellis 

Natural Sciences Collegium 
Donald M. Fouse 

Creative Arts Collegium 
Carolyn Johnston 

Letters Collegium 
James M. MacDougall 

Behavioral Science Collegium 
Anne A. Murphy 

Behavioral Science Collegium 
Richard W. Neithamer 

Natural Sciences Collegium 
Peter A. Pav 

Letters Collegium 
Claud R. Sutcliffe 

Behavioral Science Collegium 
William C. Wilbur 

Letters Collegium 


John B. Vigle 

Director, Library Services 

Associate Professor 

B.A., M.S.L.S., University of Kentucky 
David W. Henderson 

Reader Services Librarian 

Assistant Professor 

B.A., University of Connecticut 

M.S., Ohio University 

M.S.L.S., Florida State University 
Joanne J. Lofquist 

Technical Services Librarian 

Assistant Professor 

B.A., M.S.L.S., University of 
North Carolina 
Cloyd H. McClung 

Reference and Information Librarian 


B.A., Baylor University 

M.R.E., Southwestern Theological 

M.A.L.S., Florida State University 


James R. Harley 

Director of Athletics 
Associate Professor of Physical 

Mary Ann J. Giacchino 
Assistant Professor of Physical 

Coordinator, Women's Athletics 
John P. Mayotte 
Head Baseball Coach 
Assistant Professor 

of Physical Education 


Clark L. Allen 

Professor Emeritus of Economics 
Ph.D., Duke University 

Burr C. Brundage 
Professor Emeritus of History 
Ph.D., University of Chicago 

Tennyson P. Chang 
Professor Emeritus of Asian Studies 
Ph.D., Georgetown University 

Irving G. Foster 
Professor Emeritus of Physics 
Ph.D., University of Virginia 

Emii Kauder 
Professor Emeritus of Economics 
Ph.D., University of Berlin 

Dudley E. South 
Professor Emeritus of Mathematics 
Ph.D., University of Michigan 

Frances M. Whitaker 
Registrar Emeritus 
M.A., Columbia University 

Frederic R. White 
Professor Emeritus of Classics 
Ph.D., University of Michigan 

Daniel A. Zaret 
Professor Emeritus of Russian 
Ph.D., University of Moscow 


Peter H. Armacost 


B.A., Denison University 

Ph.D., University of Minnesota 
Edward I. Stevens, Ph.D. 

Director of Planning and Analytical 
Marc E. Barlow, B.A. 

Administrative Assistant to the Presio 


Lloyd W. Chapin 

Vice President and Dean of Faculty 
Associate Professor of Philosophy 

and Religious Studies 
B.A., Davidson College 
M.Div., Ph.D., Union Theological 

Seminary, New York 
A. Howard Carter, III, Ph.D. 
Associate Dean of Faculty for General 

Sheila M. Johnston, M.A. 
Director, International Education and 

Off-Campus Programs 


Arthur L. Peterson 

Dean of Special Programs 
B.A., Yale University 
M.S.P.A., University of 
Southern California 
Ph.D., University of Minnesota 
Margaret R. Bergenstjerna 

Administrative Assistant to the Dean 
Cheryl C. Gold, B.A. 

Coordinator, Summer Programs, 
Women's Programs 
Randall K. Mason, B.A. 
Coordinator, Program for 
Experienced Learners 
To Be Announced 
Associate Dean, Program 
for Experienced Learners 




Earle W. Clifford 

Executive Assistant to the President 
B.A., M.S., Syracuse University 
L.L.D., Saint Peter's College 
L.H.D., Monmouth College 

Vlarvette Carter 
Director of Communications, Media 
Relations and College Events 

E. Wilkin Fisher, B.A. 

Marjorie R. Nincehelser 
Executive Assistant In Development 
and College Relations 

Betty Ray, B.A. 
Director, Public Relations 


Iharles R. Ranson 

Vice President for Development 
B.A. Eckerd College 
J.D., Florida State University 
College of Law 
ames N. Cook, B.A. 
Director, Alumni Relations, 
The Annual Fund 
udith M. Ward 

Director, Development Support Services 
3etty J. Watkins, B.A. 
Director, Corporate Relations, 


Sichard R. Hallin, Ph.D. 

Dean of Admissions and Records 

B.A., Occidental College 

B.A., M.A., Exeter College, 
Oxford University, England 

Ph.D., Columbia University 
David A. Davison, B.A. 

Admissions Counselor 
Kathy Sue Dunmire, B.A. 

Admissions Counselor 
Grant L. Jacks, III, B.A. 

Admissions Counselor, 

Coordinator of Freshman Financial Aid 
Vlargaret W. Morris, B.A. 

Director, Financial Aid 
Carolyn E. Poole, B.A., M.Ed., Ed.S. 

Admissions Counselor 
Manuel A. Tavares, M.S. 

Assistant Dean of Admissions 
Ruth R. Trigg, B.A. 



MarkW. Smith, Ph.D. 

Dean of Students 
Sharon M. Covert, B.A. 

Director, Career Services 
William C. Covert, A.A. 

Director, Waterfront Activities 

ARC Instructor 
David B. Cozad, M.Div., M.S. P. 

Barbara J. Ely, R.N. 

Director, Nursing Services 
Sheila C. Grafing 

Placement Coordinator, Career 
Allison Hertzberger, B.S. 

ELS Residential and Student Affairs 
Susan Hopp, M.A. 

Associate Dean of Students 

Director of Housing 
Mary Louise Jones, R.N. 

Night Nurse 
R. Barry McDowell, M.S., M.S. 

Director, Campus Activities 
Timothy O'Sullivan 

Recreation Coordinator 
Michael J. Reilly, M.D. 

Director, Health Services 
William S. Ruggles, M.Ed. 

Director, International Student Affairs 
Linda J. Snow, Ph.D. 

Director, Counseling Center 
Lena Wilfalk, B.A. 

Director, Minority Student Affairs 


Dennis W. Binning 

Vice President for Finance 

B.A., University of Iowa 

Litt.D., College of Steubenville 
Shirley D. Amedeo 

Director of Personnel 
Alan W. Bunch, B.A. 

William A. Hofacker, B.S. 

Director, Physical Plant and Services 
Leonard J. Walkoviak 

Director, Data Services 


Mr. Jack M. Eckerd 

The Rev. Lacy R. Harwell 

Vice Chairman 
Mr. William R. Hough 

Mr. Andrew H. Hines, Jr. 

Mr. Marc E. Barlow 

Assistant Secretary 

Dr. Grady L. Anderson 

Georgia State University 

Atlanta, Georgia 
Mr. W.D. Bach 

Pensacola, Florida 
Dr. Michael M. Bennett 

St. Petersburg, Florida 
Mr. Jack Bertoglio 

Gold Crown, Inc. 

Miami, Florida 
The Rev. Clem E. Bininger 

First Presbyterian Church 

Fort Lauderdale, Florida 
Mr. James Christison 

Clearwater, Florida 
Mr. Charles M. Conway, Jr. 

Aetna Steel Company 

Jacksonville, Florida 
Mr. Charles Creighton 

Crelghton's Restaurants 

Fort Lauderdale, Florida 
The Rev. Thomas J. Gumming 

Plantation United Presbyterian 

Plantation, Florida 
The Rev. Don T. DeBevoise 

Grace Covenant Presbyterian Church 

Orlando, Florida 
The Rev. Robert P. Douglass 

The Synod of Florida 

Presbyterian Church in the U.S. 

Orlando, Florida 
Mr. Jack M. Eckerd 

Clearwater, Florida 
Mr. J. Colin English 

Edinburgh Investment Corp. 

Tallahassee, Florida 
Dr. Richard A. Essman 

Bayfront Medical Center 

St. Petersburg, Florida 
Mr. Harrison W. Fox 

Florida Federal Savings and Loan 


St. Petersburg, Florida 
Mr. Harold C. Freundt 

Grand Island, Florida 
Mr. H.D. Frueauff, Jr. 

Tool Engineering Service 

Tallahassee, Florida 



The Rev. T. Robert Fulton 

South Jacksonville Presbyterian 

Jacksonville, Florida 
The Rev. Howard Gordon 

Riviera Presbyterian Church 

Miami, Florida 
Mr. Willard A. Gortner 

Smith Barney, Harris Upham 
and Co., Inc. 

St. Petersburg, Florida 
Senator Ben Hill Griffin, Jr. 

Ben Hill Griffin, Inc. 

Frostproof, Florida 
The Rev. William V. Grosvenor 

United Presbyterian Church 
of the Palms 

Sarasota, Florida 
Mr. Kendrick Hardcastle, III 

Hardcastle Industries 

Tampa, Florida 
The Rev. Thomas L. Harrington 

First United Presbyterian Church 

Tequesta, Florida 
The Rev. Lacy R. Harwell 

Maximo Presbyterian Church 

St. Petersburg, Florida 
Mr. Andrew H. Hines, Jr. 

Florida Power Corporation 

St. Petersburg, Florida 
Mr. Harold D. Holder 

American Agronomics Corporation 

Tampa, Florida 
Mr. William R. Hough 

William R. Hough and Co. 

St. Petersburg, Florida 

Mr. Frank M. Hubbard 

Hubbard Construction Co. 

Orlando, Florida 
Mr. Richard O. Jacobs 

Jacobs, Robbins & Caynor, P. A. 

St. Petersburg, Florida 
Dr. Franklyn A. Johnson 

North Miami, Florida 
Mr. Stephen R. Kirby 

St. Petersburg, Florida 
Mr. Sam H. Mann, Jr. 

Greene, Mann, Rowe, 
Stanton, Mastry and Burton 

St. Petersburg, Florida 
Mr. James W. Moore 

Coastland Corporation of Florida 

Ft. Myers, Florida 
Mr. Edward P. Nickinson, Jr. 

John A. Merritt & Co. 

Pensacola, Florida 
Dr. J. Crayton Pruitt 

St. Petersburg, Florida 
Mr. Arthur J. Ranson, III 

Robertson, Williams, Duane, Lewis, 
Briggs and Ranson, P. A. 

Orlando, Florida 
Dr. Joseph H. Reason 

Tallahassee, Florida 
Mr. Gerald S. Rehm 

Jack and Ruth Eckerd Foundation 

Clearwater, Florida 

The Rev. Bruce Robertson 

First Presbyterian Church 

Tallahassee, Florida 
Dr. Frederick A. Russ 

University of North Carolina 

Chapel Hill, North Carolina 
Mr. Robert T. Sheen 

Milton Roy Company 

St. Petersburg, Florida 
Mrs. G. Ballard Simmons 

Jacksonville, Florida 
Mr. Robert A. Staub 

Staub, Warmbold and Associates, Inc. 

New York, New York 
Mrs. John W. Sterchi 

Orlando, Florida 
Mr. James T. Swann, III 

Windover Farms 

Titusville, Florida 
Mr. Stewart Turley 

Jack Eckerd Corporation 

Clearwater, Florida 
Mr. MacDonell Tyre 

Century First National Bank 

St. Petersburg, Florida 
Mr. William W. Upham 

The Upham Agency 

St. Petersburg Beach, Florida 
Mrs. John P. Wallace 

St. Petersburg, Florida 
Mrs. Jean Giles Wittner 

St. Petersburg Federal Savings 
and Loan Association 

St. Petersburg, Florida 

The Rev. Harvard A. Anderson 

Longwood, Florida 
Mr. William M. Bateman 

Palm Beach, Florida 
Dr. Gordon W. Blackwell 

Greenville, South Carolina 
The Rev. John B. Dickson 

Clearwater, Florida 
Mrs. J. Morton Douglas 

Weirsdale, Florida 
Mrs. Mildred Ferris 

St. Petersburg Beach, Florida 
Mrs. Charles G. Gambrell 

New York, New York 
Mrs. Lorena C. Hannahs 

St. Petersburg, Florida 
Dr. W. Monte Johnson 

Lakeland, Florida 
Dr. William H. Kadel 

Lake City, Florida 
Mr. Oscar R. Kreutz 

Florida Federal Savings and Loan 

St. Petersburg, Florida 
Dr. Philip J. Lee 

Seaboard Coastline Railroad 

Tampa, Florida 
Mr. E. Colin Lindsey 

Belk-Lindsey Stores, Inc. 

Tampa, Florida 
Mr. Elwyn L. Middleton 

Palm Beach, Florida 
Mr. William F. O'Neill 

St. Petersburg, Florida 
Mr. Douglas K. Porteus 

North Palm Beach, Florida 
Mrs. Woodbury Ransom 

Chicago, Illinois 
Dr. J. Wayne Reitz 

Gainesville, Florida 
Mr. David L. Wilt 

Wilt and Associates 

Arlington, Virginia 



INDEX (Courses and Programs are listed in italics.) 

Academic Calendar 4 

Academic Credit 15 

Academic Exemption Petitions 13 

Academic Policies 13 

Academic Program 4 

Accounting 17 

Accreditation 1 

Administration 96 

Admission 85 

Early Admission 87 

Equivalency Certificates 86 

Evaluation & Awarding of Credit 86 

Freshman 85 

International Students 87 

Procedures after Acceptance 86 

Transfer 86 

Adult Education 12 

Advanced Placement 87 

Afro-American Society 83,84 

American Studies 17 

Anthropology 17 

Area of Concentration/Major 15 

Area Studies 19 

ArmyROTC 13 

Art 20 

Athletics 85 

Auditors 16 

Autumn Term 4,7,79 

Behavioral Science, Collegium of 8 

Biology 23 

Board of Trustees 97 

Business Administration 25 

Calendar, Academic 4 

Calendarof Events, 1981-82 102 

Calendar of Events, 1982-83 103 

Campus Life 81 

Career-Service Program 12 

Chemistry 25 

Co-Curricular Program 9 

Co-Curricular Record 9 

Child Development 30 

College Entrance Examinations 85 

College Level Examination Program (CLEP) 87 

Collegium Concept 6 

Commitments of Eckerd College 2 

Christian Values 2 

Faculty to Students 2 

General Education 2 

Human Relationships 3 

Individual Development 2 

Integration of Liberal Arts and 

Career Preparation 3 

Pace-Setting Institution 3 

Comparative Cultures, Collegium of 8 

Comparative Literature 27 

Composition 27 

Comprehensive Examinations 14 

Costs 91 

Counseling Services 84 

Course and Major Descriptions 17-77 

Course Requirements 13 

Course Numbers and Letters Explanation 17 

Creative Arts, Collegium of 8 

Creative Writing 27 

Credit, Academic 15 

Credit/No Credit Grading 16 

Criminal Justice 13 

Cultural Activities and Entertainment 83 


Dance 71 ,72 

Day Students 84 

Deiferred Admission 87 

Degree Requirements, B.A 13 

Degree Requirements, B.S 14 

Demonstrated Proficiency 15 

Directed Study 15 

American Fiction: 1950 to Present 1,11 44 

American Minorities 67 

Beginning Japanese 1,11 41 

British Innovative Education 31 ,46 

Children's Literature 44 

Contemporary Women Writers in Britain ... 47 

Geography 34 

German Grammar Review 34 

German Phonetics 35 

History of England to 1714 36 

History of London 46 

History of Modern Britain Since 1714 36 

History of the British Empire- 
Commonwealth Since 1783 38 

History of the Pnnt 21 

History of Science in Great Britain 46 

Intermediate German 34 

Introduction to Sociology 66 

Introduction to the Education of 

Exceptional Children 31 

Introduction to the New Testament 64 

Introduction to the Old Testament 64 

Japanese I, II 41 

Japanese Cultural History 37 

Life and Works of Franz Kafka 35 

London: A Representation of 

British Society 47 

Modes of Philosophizing 54 

Personnel Management 47 

Programmed Elementary German 34 

Recent American History 39 

Religion in America 64 

Shakespeare: the Forms of his Art 44 

Swedish I, II, III 69 

The Artistry of Federico Garcia Lorca 1,11... 68 
The Endless Journey: an Introduction to 

Anthropology I, II 18 

The Family 66 

The Futures of Humanity: Worlds of 

Science Fiction 58 

The Industrial Revolution in America 38 

The Life and Teachings of Jesus 64 

The Modern American Novel 45 

The Progressive Movement 39 

The Universe 58 

The World of Life 58 

Twentieth Century American Women 

Artists and Writers 45 

Twentieth Century British Mind 46 

Twentieth Century European Fiction 1,11... 45 

Twentieth Century Music 53 

United States History 37 

World Regional Geography 34 

Your Family in American History 36 



Dismissal, Academic 16 

Early Admissions 87 

Early Childhood Certification 30 

Earth Sciences 32 

East Asian Area Studies 28 

Economics 28 

Education 29 

Elementary Education 30 

Employment on Campus 91 

Engineering Dual Degree Program 10 

Entertainment and Cultural Activities 83 

Environmental Studies 32 

Examination, Comprehensive 14 

Expenses 91 

Experienced Learners, Program for 12 

Faculty and Administration 94 

Fees 91 

Finance 32 

Financial Aid 88 

Grants 89 

Loans 90 

Renewals 91 

Scholarships 88 

Selection Procedures 88 

Social Security Benefits 90 

Veteran's Benefits 90 

Foundations Collegium 7,79 

French 33 

General Education 5 

Geography 34 

German 34 

Grades 15 

Grading System 15 

Grants 89 

Health Form 84 

Health Services 84 

Flebrew 35 

hiistory 35 

Honors at Graduation 16 

Flumanities 41 

Human Resources 39 

Incomplete Grades 16 

Independent Study 15 

International Education 11 

International Students 11 

International Student Admission 87 

Insurance 92 

Interview, Admission 86 

Italy Offerings 41 

Japanese 41 

Leisure and Recreation 42 

Letters, Collegium of 8 

Linguistics 19 

Literature 43 

Loans 90 

London Offerings 46 

Major/ Area of Concentration Requirements .... 15 

Major and Course Descriptions 17-77 

Majors and Areas of Concentration 15 

Management 47 

Marketing 49 

Mathematics 49 

Medical Technology 51 

Mentors 4 

Minority Students 84 

Modern Language 52 

Modes of Learning Courses 5 

Analysis of Motor Skill Learning 56 

College Algebra 50 

Comprehensive Musicianship: for 

Non-Majors 52 

Computer Algorithms and 

Programming 49 

Development of the Young 

Child 30 

Drawing Fundamentals 20 

Elementary French 33 

Elementary German 34 

Elementary Russian 65 

Elementary Spanish 67 

Environments of Learning 30 

Finite Mathematics 50 

Global History 36 

Introduction to Comparative and 

International Politics 59 

Introduction to Chemistry 25 

Introduction to Political Behavior 59 

Introduction to Psychology 61 

Introduction to Religious Studies 63 

Introduction to Sociology 65 

Leisure Services in Community 

Organization 42 

Literary Studies 43 

Literary Studies:Western 

Masterpieces 43 

Logic and Language 54 

Modes of Philosophizing 54 

Precalculus Mathematics 50 

Revolutions in the Modern World 35 

The Creative Process 30 

The Human Instrument: 

Body and Voice 70 

The Living Theatre 71 

The Nature of History: World War II 35 

Trigonometry 50 

Understanding the Bible: 

Old Testament 63 

Understanding the Bible: 

New Testament 63 

Visual Problem Solving I 20 

Your Family in American History 36 

Music 52 

Natural Sciences, Collegium of 8 

Off-Campus Programs 11 

Off-Campus Winter Term 11 

Organizations and Clubs 83 

Payment Methods 93 

Petitions, Academic Exemption 13 

Philosophy 54 

Physical Education 56 

Physics 57 

Policies, Academic 13 

Political Science 58 

Pre-Professional Programs 10 

Probation, Academic 16 

Program for Experienced Learners 12 

Projects, Senior 14 

Psychology 60 

Public Safety Administration 13 

Readmission of Students 87 

Refunds 93 

Registration 16 



Religious Life 83 

Religious Studies/Religious Education 62 


Degree 13 

Major/Area of Concentration 15 

Modes of Learning 13 

Residency 13 

Scholarship 16 

Transfer Students 14,86 

Values Sequence 14 

World View 14 

Writing Competency 7,14 

Research Design and Statistics 69 

Residency Requirement 13 

Resident Advisor Training Course 65 

Room and Board 91 

ROTC, Army 13 

Russian Studies 65 

St. Petersburg, the City 82 

Secondary Education 30 

Senior Comprehensives, Theses, Projects 14 

Scholarship Requirement 16 

Scholarships 88 

Semester Abroad 11 

Social Security Benefits 90 

Sociology 65 

Spanish 67 

Special Honors Scholarships 88 

Speech 69 

Statistics and Research Design 69 

Student Information Form 86 

Student Activities 83 

Student Government 82 

Student Life 81 

Student Publications 83 

Summer Term 12 

Swedish 69 

Teacher Education 10,29 

Teaching English as A Second Language (TESL) . . 69 

Theatre 70 

Theses, Senior 14 

Transcripts 86,92 

Transfer Admission 86 

Transfer of Credit 15,86 

Transfer Student Requirements 14,86 

Tuition and Fees 91 

Upper Division Colloquia Requirement 14 

Values Sequence Colloquia 

Behavioral Science Collegium 73 

Comparative Cultures Collegium 74 

Creative Arts Collegium 73 

Foundations Collegium 75 

Letters Collegium 75 

Natural Sciences Collegium 76 

Values Sequence Requirement 14 

Veteran's Benefits 90 

Veteran's Benefits, Winter Term 6 

Veteran's Benefits, PEL 13 

Visual Arts 20 

Waterfront Program 83 

Wesfern Heritage 14 

Winter Term 6,80 

Winter Term Abroad 11 

Withdrawal from College 16 

Withdrawal Grades 16 

Women's Studies 12 

World View Requirement 14 

Writing Center 11 

Writing Competency Requirement 7,14 

Writing Workshop 77 

Year Abroad 11 



Fri., Aug. 14 

Sat., Aug. 15 
Mon., Aug. 31 
Thur., Sept. 3 
Fri., Sept. 4 
Sat., Sept. 5 


Mon., Sept. 7 

Tues., Sept. 8 
Wed., Sept. 16 
Thur., Sept. 17 
Mon.-Wed., Nov. 9-11 

Thur.-Fri., Nov. 26-27 
Fri., Dec. 4 

Fri., Dec. 11 

Mon. -Fri., Dec. 14-18 

Sat., Dec. 19 


Mon., Jan. 4 

Tues., Jan. 5 
Wed., Jan. 6 

Thur.-Fri., Jan. 28-29 
Fri., Jan. 29 


Mon., Feb. 1 

Tues., Feb. 2 
Thur., Feb. 11 
Sat., April 3 
Tues., April 13 
Wed., April 14 
Wed.-Thur., April 14-15 
Thur., April 22 
Thur. -Mon., April 22-26 
Fri., May 7 

Fri., May 14 
Mon. -Fri., May 17-21 
Sun., May 23 
Mon., May 24 


June7-July 30 
June 7-July 2 

Freshmen arrive. Financial clearance and registration before 

3:00 p.m. 

Autumn term begins at 8:00 a.m. 

Freshmen register for fall semester 

Residence houses open at noon for new students for fall semester 

Orientation for new students 

End of autumn term. Residence houses open to returning upperclass 

students at noon 

Registration and financial clearance for fall semester, returning and 

new students 

Fall semester begins at 8:00 a.m. 

Opening Convocation 

End of drop/add period for fall semester courses 

Registration for winter term, preregistration for spring semester, all 


Thanksgiving holiday; no classes 

Last day to withdraw from fall semester courses with WP or WF, or 

change from audit to credit 

Last day of classes 

Examination period 

Christmas recess begins. Residence houses close at noon 

Residence houses reopen. Financial clearance for all students. 

New student registration/orientation for winter term 

Winter term begins at 8:00 a.m. All projects meet 

Last day to enter winter term; end of drop/add period; last day to 

withdraw from winter term with WP or WF, or change from audit 

to credit 

First comprehensive examination period 

Winter term ends at 4:30 p.m. 

New and returning students arrive. New student orientation. 

Financial clearance and registration for spring semester, all students 

Spring semester begins at 8:00 a.m. 

End of drop/add period for spring semester courses 

Spring recess begins. Residence houses close at noon 

Residence houses reopen at 9:00 a.m. \ 

Classes resume at 8:00 a.m. 

Second comprehensive examination period 

Mentor conference and contracts for 1982-83 

Preregistration for fall semester 1982 

Last day to withdraw from spring semester courses with WP or WF, or 

change from audit to credit 

Last day of classes 

Examination period 


Residence houses close at noon 

Summer Term 
Session A 
Session B 



Fri., Aug. 13 

Sat., Aug. 14 
Mon., Aug. 30 
Thur., Sept. 2 
Fri., Sept. 3 
Sat., Sept. 4 


Mod., Sept. 6 

lues., Sept. 7 
Wed., Sept. 15 
Thur., Sept. 16 
Mon. -Wed., Nov. 8-10 

Thur. -Fri., Nov. 25-26 
Fri., Dec. 3 

Fri., Dec. 10 

Mon. -Fri., Dec. 13-17 

Sat., Dec. 20 


Mon., Jan. 3 

Tues., Jan. 4 
Wed., Jan. 5 

Thur. -Fri., Jan. 27-28 
Fri., Jan. 28 


Mon., Jan. 31 

Tues., Feb. 1 
Thur., Feb. 10 
Thur., Mar. 31 
Mon., April 11 
Tues., April 12 
Wed.-Thurs., Apr. 13-14 
Thur., April 21 
Thur. -Mon., Apr. 21-25 
Fri., May 6 

Fri., May 13 
Mon. -Fri., May 16-20 
Sun., May 22 
Mon., May 23 


June 6-July 29 
June 6-July 1 

Freshmen arrive. Financial clearance and registration before 

3:00 p.m. 

Autumn term begins at 8:00 a.m. 

Freshmen register for fall semester 

Residence houses open at noon for new students for fall semester 

Orientation for new students 

End of autumn term. Residence houses open to returning upperclass 

students at noon 

Registration and financial clearance for fall semester, returning and 

new students 

Fall semester begins at 8:00 a.m. 

Opening Convocation 

End of drop/add period for fall semester courses 

Registration for winter term, preregistration for spring semester, 

all students 

Thanksgiving holiday; no classes 

Last day to withdraw from fall semester courses with WP or WF, 

or change from audit to credit 

Last day of classes 

Examination period 

Christmas recess begins. Residence houses close at noon 

Residence houses reopen . Financial clearance for all 

students. New student registration/orientation for winter term 

Winter term begins at 8:00 a.m. All projects meet 

Last day to enter winter term; end of drop/add period; last day to 

withdraw from winter term with WP or WF, or change from audit to 


First comprehensive examination period 

Winter term ends at 4:30 p.m. 

New and returning students arrive. New student orientation. 

Financial clearance and registration for spring semester, all students 

Spring semester begins at 8:00 a.m. 

End of drop/add period for spring semester courses 

Spring recess begins. Residence houses close at noon 

Residence houses reopen at 9:00 a.m. 

Classes resume at 8:00 a.m. 

Second comprehensive examination period 

Mentor conferences and contracts for 1983-84 

Preregistration for fall semester 1983 

Last day to withdraw from spring semester courses with WP or WF, or 

change from audit to credit 

Last day of classes 

Examination period 


Residence houses close at noon 

Summer Term 
Session A 
Session B 



Only from a campus visit can you judge if the 
school and your expectations "fit." 

Plan to take a campus tour, sit in on a class, visit 
with our professors and students, and take time 
to see the area. 

Also, try to visit when classes are in session. 
Check the academic calendar before planning 
your visit. We ask only one thing of you: give us 
some advance notice of your arrival — a few days 
is fine. Call us or drop us a line — the Admissions 
staff will be happy to work with you. 

The Admissions office is open from 8:30 a.m. to 
5:00p.m. on weekdays; from 9:00 a.m. to noon 
on Saturday; summer hours are weekdays 8:30 
a.m. to 5:00 p.m. 

For best results, please direct all correspond- 
ence prior to your acceptance to the Dean of 



or prompt handling, please address inquiries as indicated below: 

"vcademic Affairs Dean of Faculty 

*^dult Programs Dean of Special Programs 

admissions Dean of Admissions 

alumni Relations Director of Alumni Relations 

business Affairs Vice President for Finance 

Ihurch Relations Assistant to the President for 

Church Relations 

■vents at the College Director of Public Relations 

■inancial Aid to Students Director of Financial Aid 

■inancial Assistance to the College . Vice President for Development 

'ayment of Fees Student Accounts 

Student FHousing Director of Housing 

Student Interests and Counseling Dean of Students 

Summer School Dean of Summer School 

'ranscripts, Grades, and 
Academic Achievement Registrar 

/isitors are welcome to Eckerd College. The administration offices are 
open Monday through Friday from 8:30 to 5:00. Visitors desiring 
interviews with members of the staff are urged to 
make appointments in advance. 


;401-34th Street South • P.O.Box 12560* St. Petersburg, Florida 33733 

(813) 867-1166